A Study On The Culture Of Chemistry Test Questions In Chinese Middle School Entrance Examination:Framework,Problems And Suggestions

At present,China's Science Education(including chemistry education)should consciously undertake the cultural mission of national cultural renaissance,cultural self-confidence cultivation and cultural security maintenance.Test evaluation is supposed to shoulder its responsibility on adhering to its cultural mission and giving full play to its cultural carrier and tool function.The theoretical significance and practical significance converge here: to promote the transformation of China's chemical test evaluation research from the current excessive emphasis on cognitive psychology and chemical teaching dimension to the cultural dimension,to construct the connotation,extension and framework of chemical test cultural evaluation;to constantly enrich the academic discourse system of China's chemical test evaluation research,and to make some contributions to the construction of China's own chemical test cultural evaluation system This paper analyzes the problems existing in the response to the strategy of cultivating cultural self-confidence in the chemistry test of junior high school entrance examination in China,and puts forward corresponding suggestions.Based on the specific situation,its research methods are mostly empirical analysis,and rarely construct the cultural analysis framework and standard of chemical test questions according to the cultural concept and connotation,and conduct relevant investigation based on this,that is,existing research methods rarely use content analysis method,making the analysis more scattered and rough,lack of certain focus;from its research results,on the one hand,its results are not intuitive enough,and the text description is not enough.On the other hand,the conclusion is not comprehensive and profound enough,which results from its usage of the empirical analysis methods;this makes its recommendations more broad and less targeted,more empirical and less academic.Therefore,in view of the problems existing in the above research,this paper attempts to make a breakthrough.The paper divides the Chinese traditional culture into three categories: philosophy culture,science and technology culture and folk culture based on the concept of traditional culture,and uses content analysis method to construct the corresponding evaluation framework.At the same time,the time span mentioned in this passage is from ancient to contemporary.Specifically,philosophical culture includes Chinese philosophical thoughts,politics,policies,economy,laws and regulations;scientific and technological culture includes numerology,Fangji,astronomy,calendar,geography,medicine,agronomy,engineering,military science,technology,engineering,and natural resources;folk culture includes literature,calligraphy,music,martial arts,quyi,chess,festivals,customs,diet,etc Celebrations,social events,accidents.This paper selects the high school entrance examination questions of Guangzhou,Harbin,Changsha and other nine provinces and cities in 2018,2019 and 2020 as the analysis samples,and uses the content analysis method to carry out the systematic research.Firstly,variable coding is carried out based on hierarchical coding,including provinces and cities(C represents,such as C1 represents Beijing,C2 represents Guangzhou),year(Y represents,such as Y1 represents 2019,Y2 represents 2020),test order(T represents topic,such as T11 represents question 11),test type(X represents,X1 represents multiple choice,X2 represents non multiple choice,including fill in the blanks,application questions,optional questions,popular science questions)Reading questions,calculation questions,etc.),cultural type(s for example,S1 for philosophy culture,S2 for science and technology culture,S3 for folk culture),and item number(n for Culture).For example,the second multiple-choice question of chemistry in Guangzhou high school entrance examination in 2019 is a cultural question,which can be expressed as c2y1t2x1 and then the paper does classification and statistical analysis.This paper analyzes the cultural types,topic types,spatial and temporal distribution of chemistry questions in junior high school entrance examination.It is found that there are four types of problems: single cultural type,single topic type,separation from local culture and formalism.Based on the analysis of the lack of guidance in curriculum standards,this paper puts forward four corresponding suggestions for improvement: culture should be embedded in the relevant content and evaluation requirements of curriculum standards,and guided from the policy text level;it is better to expand the cultural types of examination questions,including philosophical culture,scientific and technological culture and folk culture;it is better to expand the types of cultural examination questions,including selective culture It also gives consideration to the locality and internality of the cultural embeddedness of the test questions.