Research On Chemistry Experiment Test Questions Of College Entrance Examination Based On Chemistry Key Competencies

With the establishment of the fundamental mission of “moral education” by the country,the key competencies became the focus of the education circle.The “College Entrance Examination” has a high status in our country’s education,and it is the basis for the country to select talents.The research on the relevant experimental questions in the college entrance examination can give full play to the selection function of the college entrance examination.In recent years,test questions involving the chemistry experiment in the college entrance examination have a tendency to focus on the key competencies of the subject,and the college entrance examination has become the practical field for the key competencies examination.Studying the chemistry experiment questions of the College Entrance Examination can not only give feedback to the implementation of the key competencies,but also give some guide to the review and teaching of the experiment.What’s more,it can also lead teachers to pay attention to the key competencies of the subject.Its importance is self-evident.This research adopts literature retrieval method,questionnaire survey method,interview survey method,case analysis method and statistical analysis method to conduct research on the chemistry experiment questions of the 2018-2020 National College Entrance Examination around the core competence of the subject.Firstly,through literature search,the introduction of the topic was clarified,including the research background,current situation and theoretical basis,purpose and significance,ideas and methods.Secondly,the current situation of teachers’ understanding of key competencies and students’ difficulties in the experimental questions of the college entrance examination was investigated,the teacher’s understanding of the test questions about the chemistry experiment in the college entrance examination and the teacher’s awareness of the students’ difficulties in the experimental test questions,were studied through interviews.It is concluded that teachers’ understanding of core literacy is not deep enough and senior high school students have difficulties in comprehensive experimental questions,which provided realistic materials for the research.Based on the analysis of the key competencies of the subject again,the statistics of the subject content,test situation,presentation method,score and proportion,characteristics of test questions and real case analysis of the three-year experimental test questions are obtained.Then,according to the established evaluation indicators of the core literacy dimensions,the SEC consistency model is used to make analysis of the consistency between the chemistry experiment questions in the college entrance examination and the five literacy dimensions,including macro-identification and micro-analysis,changing concepts and balanced thoughts,evidence reasoning and model cognition,scientific inquiry and innovation consciousness,scientific attitude and social responsibility.The results show that the distribution of each literacy dimension in the experimental questions is not balanced,and the consistency is not statistically significant overall.Finally,based on the above research,suggestions on the review of chemistry experiment teaching are put forward.The shortcomings and conclusions of this article are summarized and a prospect is put forward.It is hoped that teachers will actively implement the teaching of key competencies and contribute to the implementation of key competencies.