The Expressional Evaluation Of Scientific Inquiry Literacy And Demonstration Ability Of Senior High School Students

The "General High School Chemistry Curriculum Standard(2017 Edition)" promulgated by the Ministry of Education has identified five core competencies in chemistry,in which evidentiary reasoning and model cognition as well as scientific inquiry and innovation consciousness play a crucial role in students' development as its important components.High school chemistry curriculum aims at improving the chemical core literacy of all students.Scientific inquiry is an effective way to improve scientific literacy."analysis and demonstration ability" is an important part of scientific inquiry ability and plays an important role in scientific inquiry activities.Understanding the current situation of chemical analysis and demonstration ability of senior high school students can provide necessary reference for better cultivating students' scientific inquiry ability and improving the core accomplishment of chemistry and even scientific accomplishment of all students.However,no specific evaluation system has been formed in the research on the ability of analysis and argumentation,so this study makes some preliminary discussions on the evaluation of the ability of analysis and argumentation.Based on constructivism theory,multiple intelligences theory and situational learning theory,etc.,the author conducts expressive evaluation research on high school students' chemical analysis and demonstration ability by comprehensively using literature research method,interview method,questionnaire survey method and classroom observation method.First of all,based on the theory of PTA(basic element analysis),the existing research on analysis and demonstration ability is sorted out.A set of evaluation index system for high school students' chemical analysis and demonstration ability was established,divided by two evaluation elements of "analysis" "argument".Put forward by the "elements" and "structure" and "conclusion" of "process" and other indicators,and further deconstruct the first-level indicators into "generality" "correctness" "criticality" "level" "integrity" "comprehension" "scientific" "accuracy" "relevance" "profoundness",etc.10 secondary indicators,and through expert investigation method,has established the weight of each index,So I'm going to assign a score to it.Then,guided by the indexes of analysis and demonstration ability,a test item with strong operability is designed,and the internal consistency reliability of the test item is analyzed.Finally,the investigation is carried out on the students of class6,Class 13,Class 20 and Class 22 of grade 3 in Yinchuan No.2 Middle School of Ningxia Hui Autonomous Region.The study shows that PTA scale can be used to evaluate the ability of chemical analysis and demonstration of senior high school students,and the evaluation effect is good.On the whole,the overall ability of chemical analysis and demonstration of senior high school students is at the average level and needs to be further improved.Moreover,the level of chemical analysis and demonstration ability of senior high school students varies greatly,and the polarization is serious.Specifically,students perform well in the aspects of hierarchy and integrity,general,correctness,accuracy and relevance,and poor in the aspects of criticality,comprehensiveness,scientificity and profundity.They can organize teaching in a targeted way.