Research On The Situation Of Chemistry Exam Questions In College Entrance Examinatio

With the release of the General High School Chemistry Curriculum Standards（2017 Edition）and the Chinese College Entrance Examination Evaluation System,the Ministry of Education has added "Contextual Material Suggestions" to the new standards,advocating the creation of authentic and valuable problem situations to promote the transformation of students’ learning styles in teaching and assessment,and proposes a propositional framework of "literacy","context","questions" and "knowledge" for academic level examinations.Based on this,this study aims to investigate the presentation and role of contexts in test questions,in order to promote the correct understanding of contexts among teachers.The focus of this study is to analyse the context of the College Entrance Examination ’ s chemistry test questions,to initially test the influence of contextual material in students’ problem solving process,and to make relevant teaching suggestions.Firstly,this study reviewed and collated the current status of domestic and international research on College Entrance Examination ’ s chemistry test questions and test question contexts,and compiled and identified a framework for analysing test questions with context as the core.Secondly,seven provinces/cities,namely Liaoning,Shandong,Tianjin,Hunan,Guangdong,Sichuan and Shaanxi,were selected according to the division of China’s regions,and the college entrance examination questions of the seven provinces/cities were coded and analysed in the three years from 2019-2021.It was found that the use of contextual material in college entrance examination chemistry questions was very common,concentrated in the range of 70%-80%;some of the test question contexts were from the curriculum standards and textbooks and were based on the curriculum standards and the textbook and were changed according to the design intention of the test questions;the test questions used contextual material mainly to test the properties and transformation of inorganic substances,principles of chemical reactions,organic compounds and other contents;the contextual material of the test questions was diverse,focusing on industrial production,chemical experiments and scientific research material.Once again,contextualised and decontextualised test questions were developed and initially tested,and it was found that the context of the test questions would to some extent affect the process of answering the test questions.Finally,based on the findings of the analysis and tests,the following implications are proposed for teaching: to strengthen contextual teaching based on the curriculum and teaching materials;to emphasise the development of students’ scientific reading and expressive skills;to organise inquiry-based learning and project-based learning activities to develop students’ problem-solving skills.