Analysis Of Situational Test Questions In College Entrance Examination And Study On The Situational Teaching Strategies

In recent years,with the continuous promotion of the new curriculum reform,the implementation of the educational policy of "foster virtue through education",and the implementation of core literacy concepts,the implementation of the new curriculum standards and the further improvement of the college entrance examination evaluation system are all vigorously promoted.The importance of the national unified college entrance examination in talent selection and training is self-evidentThrough the study of the national college entrance examination from 2016 to 2020,we will find that we pay more attention to the selection and design of the situation,which,as the examination carrier in the college entrance examination evaluation system,undoubtedly plays an important role in realizing the realization of students’ability examination.Therefore,it is necessary to sort out and analyze the chemical situational questions of the college entrance examination more carefully,so as to clarify the examination value of the situational questions and help teachers to carry out the situational teaching more scientifically and systematically,so as to promote the overall development of students in knowledge,ability and literacy.This study is divided into six parts,specifically as follows:The first part is into a research overview.Based on the promulgation of various policies and the advocacy of the college entrance examination evaluation system and the new curriculum standard,the direction of the topic selection is determined,and the theoretical significance and practical significance of the research are made clear.Combined with the analysis of relevant research at home and abroad to grasp the research trends and innovations,the literature research method,case study method and questionnaire survey method are used to grasp the research dynamics,case implementation and effect feedback.The second part is for the research and theoretical basis.Several important concepts of "situation","problem situation" and "situation teaching" are clearly defined,and the constructivist learning theory,Bruner’s cognitive discovery learning theory and Dewey’s pragmatic education theory are used to guide this study.The third part is the test question analysis.From the aspects of the type,characteristics and value of the test questions,the national volume I from 2016 to 2020 was summarized and analyzed,and the application enlightenment of the situational teaching method based on the analysis of the college entrance examination is summarized for the following teaching practice.The fourth part is divided into strategy research and application.Using the situational teaching strategy based on the analysis of the college entrance examination situation questions,analysis of the redox reaction and the material of the two test key situation presentation characteristics,reference to high school chemistry first volume of the situation and the new curriculum standard situation material suggestions to determine the practice case situation material source,clear case practice object,implementation process,teaching design basis,situational material selection,the whole idea of teaching design and the redox reaction and the quantity of the first class situational teaching design,the process uses pictures,videos,animation simulation and other ways to present production and life,scientific history and other rich situations.The fifth part is the practice analysis and evaluation.The implementation effect of situational teaching method based on the analysis of college entrance examination in high school chemistry teaching is analyzed and evaluated by means of test questions and questionnaire.According to the strategy of writing situational exercises,prepare two class-hour situational exercises for redox reaction and substance quantity for test evaluation,and questionnaires were distributed to students in the experimental group to collect students’ views and suggestions on situational teaching method.The sixth part is divided into research summary and reflection.Summarize the enlightenment of the situational test questions for the future teaching,and explain the shortcomings in this research,in order to grasp the direction of improvement,and constantly optimize the teaching.This study is based on the analysis of the college entrance examination situational questions and the teaching research strategy design teaching case.The practical results showed that the students in the experimental group showed their ability of concept understanding,information integration,analysis and synthesis significantly better than the control group.The questionnaire survey found that the experimental group held a positive attitude towards the situation teaching for a semester.Meanwhile,this study also provides new teaching ideas for frontline teachers to implement the situational teaching method.