Performance Evaluation Of Senior High School Students' Ability To Formulate Experimental Plans For Chemical Scientific Inquiry Literacy

The new curriculum concept advocates strengthening the cultivation of students' chemical scientific inquiry literacy,and the formulation of experimental scheme is an important link in the various elements of scientific inquiry.The evaluation of the ability to formulate experimental scheme in chemical inquiry teaching is of great value to the development of high school students' scientific inquiry literacy.By consulting relevant literature,this study defines the concept of the ability to formulate chemical experimental scheme.According to the basic element analysis method of PTA,the three elements of senior high school students' ability to formulate experimental scheme are determined as: the subject of formulating experimental scheme(element A),the process of formulating experimental scheme(element B)and the content of designing experimental scheme(element C);Nine first-class indicators and 24 second-class indicators under three factor dimensions are selected to construct a PTA scale to evaluate the ability of senior high school students to formulate experimental plans;Based on the knowledge situation of primary battery and electrolytic cell,a test questionnaire for evaluating the ability of senior high school students to formulate experimental scheme is prepared.The recovered questionnaire is scored by the revised and optimized PTA scale.Taking senior two and senior three students of a middle school in Harbin as test samples,this paper makes a difference analysis on the performance of students of different grades and genders,and obtains the overall performance of senior high school students' ability to formulate chemical experiment plans,the performance of different element dimensions and the performance of primary indicators of each element.Finally,according to the research conclusions and teacher interviews,this paper focuses on how front-line chemistry teachers cultivate senior high school students' ability to formulate experimental plans,Develop students' scientific inquiry literacy and put forward targeted training strategies.The results show that:(1)On the whole,the ability of senior high school students to formulate experimental plans is at a medium level,which requires teachers to focus on training in inquiry teaching,so as to benefit the development of students' chemical science inquiry literacy.(2)There are obvious grade differences in senior high school students' ability to formulate experimental plans.The behavior performance of senior three students is better than that of senior two students,and there is no significant gender difference in senior high school students' ability to formulate experimental plans.(3)The main body of making the experimental scheme(element A),the process of making the experimental scheme(element B)and the content of designing the experimental scheme(element c).The influence of these three elements on the ability of senior high school students to make the experimental scheme is element A > element C > element B.(4)Through the analysis of the primary indicators of element C and element B,it is concluded that the order of the impact of the primary indicators of element C on the ability of senior high school students to formulate experimental plans is: scientificity > feasibility >innovation;The order of the influence degree of each level index of element B on the ability of senior high school students to formulate experimental plans from large to small is:thoroughness > clarity > speculation.(5)Combined with teacher interviews,this paper analyzes the factors affecting the development of senior high school students' ability to formulate chemical experiment plans,including students' own cognitive and non cognitive factors,teachers' experimental teaching factors and school resources factors.