Analysis Of Information Giving Questions In The Grade Examination Of Chemistry Academic Level

China launched the new college entrance examination system reform in 2014,and the Ministry of Education promulgated the new college entrance examination evaluation system in 2020.As a new subject of college entrance examination,chemistry subject carries out the grade examination of academic level,and its proposition has also changed.Information questions are common examination questions,which account for more and more in recent years.Therefore,students and first-line teachers encounter more difficulties in solving and teaching information problems.It is very meaningful to study chemical information problems.This paper selects the information questions in the grade examination of chemistry academic level in the six provinces and cities that carried out the new college entrance examination in 2020 as the research object.In theoretical research,the characteristics of the information questions in question quantity,score,question type,knowledge module and so on are summarized by mathematical statistics and comparative analysis,and the proposition characteristics of the information questions are discussed and studied from the perspective of examination content,examination requirements and examination carrier in combination with the new college entrance examination evaluation system,It is concluded that the information questions in the grade examination of academic level have the following characteristics: large amount of material information,open and flexible way of asking questions,equal emphasis on basic and comprehensive,coexistence of intuition and transfer,combination of reality and prospect in the future,etc.In the aspect of empirical research,through questionnaire survey,interview and other forms,we can understand the problems existing in the problem solving and teaching of chemical information problems between students and front-line teachers.The following teaching strategies are put forward in the comprehensive theory and empirical research: teaching which is devoted to the creation of subject situation,teaching and proposition based on the consistency of teaching evaluation from the perspective of teachers,students and propositional experts.