Teaching Enlightenment Based On Analysis Of Chemistry Examination Questions For High School Entrance Examination From 2014 To 2020 In Zhengzhou

The "high school entrance examination" is not only a proficiency test whether the junior high school students have reached the level of junior high school,but also a high school selection test based on the nine-year compulsory education.Chemistry is a newly opened subject in the ninth grade.How to help students better master chemistry knowledge in just one year and help students achieve excellent high school entrance examination scores has always been the direction of the chemistry teachers' efforts,and the study of high school entrance chemistrytest questions are the most direct way to achieve the goal.Since the reform of the basic education curriculum in 2001,the examination questions in the middle school examinations have been constantly changing,and the presentation methods of the examination questions have also developed variously.The test questions not only focus on examining students' mastery of basic knowledge,but also on students' ability to analyze,transfer,use,and solve practical problems of knowledge.At the same time,they also focus on embodying the students' scientific literacy in chemistry.In this study,it is hoped to analyze and study the chemistry test papers of High School Entrance Examination in the past 7 yearsin Zhengzhou to understand the changing laws,proposition ideas,and development trends of test questions,and then combine relevant classroom teaching and textbooks to improve teaching methods and improve teaching quality.Looking at the literature,it is found that the related research on the chemistry test questions of the senior high school entrance examination is mainly for the research of a certain question,a certain category or a certain year,and there are not many research documents and fewer master and doctoral papers.However,without the overall analysis of the content characteristics and content of the examination questions from the perspective of "quantity",the research conclusions are of little reference value for the preparation of the next year;besides,the high school entrance examination is an independent proposition for each region.Therefore,the current research is obviously inadequate,and the theoretical system of the study of chemistry questions in the senior high school entrance examination needs to be supplemented urgently.In this article,the structure,score,question type characteristics,examination content,subject ability,scientific literacy and other aspects of the chemistryexamination papers of the 2014-2020 high school entrance examination in Zhengzhou were analyzed.The continuity of the overall structure of the chemistry test paper for the next year's high school entrance examinationcan be judged through the analysis of test paper structure,scores and question types;the important and difficult points of the examination can be more defined and the teaching can be targeted better in the future through the classification and induction of the content of the examination;the education value of the chemistry subject can be clarified,preparing for the development of students' comprehensive literacy in the classroom through the analysis and summary of the subject ability and scientific literacy.At the same time,an investigation on the current situation of chemistry teaching in junior high schools in Zhengzhou was conducted.Questionnaires were issued to the chemistry teachers in Zhengzhou to understand the current research status of the chemistry test questions of the senior high school entrance examination;interviews were conducted with the chemistry teachers of our school to understand the current status of the implementation of the chemistry test questions of the school;a questionnaire survey was conducted among the students in the third grade of junior high schoolto understand their interest in learning chemistry and the current status of the application of chemistry test questions in the senior high school entrance examination.The survey results show that teachers use chemistry test questions in the senior high school entrance examination mainly to consolidate their main knowledge through classroom exercises,but seldom excavate the subject ability and scientific literacy required by the high school entrance examination questions;the classroom efficiency of students needs to be further improved,and the state of listening needs to be adjusted continuously;the ability to migrate applications needs to be further cultivated.Therefore,the application of chemistry test questions in the high school entrance examination in the classroom is not ideal,and there is still much room for improvement.On the base of the analysis of the test questions and the investigation of the current teaching situation,it is put forward that the teaching suggestions of "Focus on understanding and in-depth thinking,use problem-based heuristic teaching","Focus on conceptual construction,explore experimental conclusions","Strengthen front and back connections,and focus on advanced thinking".Then,a comprehensive teaching practice idea of "problem driving-contextual activities-cognitive knowledge-subject literacy" was implemented in the experimental class,and the traditional teaching mode of "knowledge explanation-completion exercises" was still adopted in the control class.After the teaching practice is over,the weekly and monthly test results of the experimental class and the control class werecompared and analyzed to understand the impact of the new teaching model on student performance;a questionnaire survey was conductedon the students of the experimental class to understand the impact of the new teaching model on students' learning status and learning effects Impact: Interviews with students in the experimental groupwere conducted to understand their learning experience,their views on the ability and quality of teaching methods for penetrating the high school entrance examination chemistry test questions,and their impact on them.The results show that the new teaching model has had a positive impact on stimulating students' interest in learning,improving student performance,adjusting learning status,improving transfer application ability and cultivating subject scientific literacy.Based on the research work of this thesis,the following conclusions can be drawn:researching the chemistry test questions in the middle school entrance examination can effectively guide teaching,and to a certain extent improve students' academic performance,develop subject ability and scientific literacy,and at the same time,the teaching level and professional quality of teachers are also improvedunconsciously.This research provides a way for the frontline teachers to carry out chemistry teaching,and has positive significance in the development of the scientific literacy of chemistry disciplines.