"Chemical Reaction And Thermal Energy" Problem Solving Ability Evaluation Research

Modern educational research pays more attention to the main role of students in the learning process,emphasizing the acquisition of knowledge and the improvement of ability.Learning progression can effectively describe the path of students' ability development.It is a bridge connecting students' learning situation and teachers' teaching research,and ensuring the rationality and coherence of curriculum arrangements.It is a hotspot of current education research.Chemical reactions and thermal energy problems are an important part of the core concepts of high school chemistry.Based on the theory of advanced learning and with the help of the Chem Query evaluation system,this research constructs a chemical reaction and thermal energy problem-solving ability level structure table to describe how different students can solve such problems.advanced level of ability.The author divides students' ability to solve chemical reaction and thermal energy problems into 4 levels from low to high,which are concept(mainly reasoning through experience),recognition(correct application of basic chemical concepts and simple calculations),formalization(integration of relevant concept,construct a simple chemical model),construct(form a more complete knowledge system,use the normative chemical model for reasoning).Based on the five themes of this part of knowledge,the corresponding test papers are designed,taking 370 high school science students from a key middle school in Sichuan Province as the research object to study the problems of chemical reaction and thermal energy,and the results show that:1.The ability levels of high school sophomores to solve chemical reactions and thermal energy problems are quite different.The academically outstanding students have been able to reach the ability level 3,and have roughly possessed the relevant ability elements of the ability level 4;And to a certain extent,they have the basic ability elements corresponding to ability level 3,but there is still a lot of room for improvement in ability advanced level 4;most students with academic difficulties are still in ability level 1,especially for ability levels 3 and 4.The competency element in is almost completely absent.2.Students' mastery of different knowledge topics of "chemical reaction and thermal energy" is also different."Endothermic reaction and exothermic reaction" and "enthalpy change" related concepts are relatively well grasped,and "Gass' s law" related concepts.The mastery is relatively poor.3.Boys are slightly better than girls in the overall ability level of "chemical reaction and thermal energy" problem solving.This difference is mainly due to the higher ability level 4,but there is no obvious difference in the lower ability levels 1and 2.difference.4.The reasons for the difference in the students' problem-solving ability of "chemical reaction and thermal energy" are: the transformation of the myth concept is different(mainly in the students with academic difficulties and the middle-level students),and the ability to extract effective information from the question stem is different(It mainly exists in academically middle-class students and top students),and the influence of fear of difficulties(mainly in academically-difficult students and middle-class students).Therefore,this study gives the following teaching suggestions: use advanced learning to optimize teaching objectives,and pay more attention to the coherence of ability level development;use advanced learning to evaluate teaching,and arrange exercises according to students' current ability levels;guide students to construct common problems type of problem-solving model.