Research On The Application Of Kirkpatrick Model In Evaluating The Learning Effect Of Chemistry Exploratory Experiment In High School Students

Based on experiment is one of the important characteristics of chemistry.Chemistry experiment plays a great role in promoting students’ overall development.In terms of evaluation in experiments,there are few independent evaluation projects currently applied in the actual classroom of chemistry teaching.Most of them are still paper-and-pencil tests,and lack of attention and evaluation of students’ experimental process.If this goes on for a long time,it is difficult to evaluate students’ learning effect in experiments truly and objectively,and it is difficult to cultivate the subject core accomplishment of students.Therefore,adopting multiple evaluation method in the evaluation of chemical exploratory experiment to evaluate students’ overall learning effect can more truly and comprehensively reflect students’ learning level of chemical exploratory experiment.Based on Kirkpatrick mode,this study constructed the evaluation system of the learning effect of chemistry exploratory experiment for senior high school students.This study is roughly divided into four parts,the main contents are as follows:First,literature review.Through literature analysis to understand the research status of Kirkpatrick mode and learning effect in experiments at home and abroad,combined with the requirements of chemical experiment in the new curriculum standard of high school chemistry,to clarify the significance of building the evaluation system of the learning effect of high school students’ chemistry exploratory experiment.Second,the construction of the evaluation system of the learning effect of high school students’ chemistry exploratory experiment.Based on literature review,combined with Kirkpatrick mode and knowledge classification theory,the theoretical model of chemical exploratory experiment learning effect evaluation was formed,and the contents and methods of each evaluation level were determined from three aspects:internal perception field,external performance field and external effect field.At the same time,the evaluation indexes were extracted from related literatures and the evaluation system is preliminarily constructed.Third,the revision and improvement of the evaluation system of the learning effect of high school students’ chemistry exploratory experiment.Firstly,interview and survey with experts and high school teachers to understand their recognition of the evaluation system.Secondly,carry out the trial test in the investigation schools,and data analysis was carried out by using SPSS26.0 software and multi-faceted Rasch model respectively,in order to judge the quality of the subjects,the severity of the grader and the quality of the index system,and the indexes with poor fit were revised to perfect the evaluation system.Fourthly,the application of the evaluation system of learning effect of high school students’ chemistry exploratory experiment.This paper applies the evaluation system in practical chemistry exploratory experiment class to evaluate the students’ learning effect of chemistry exploratory experiment.Through the data analysis of the learning effect scores of students of different genders and grades,understanding the status quo of the learning effect of students and the differences in different variables,and draw the following conclusions:(1)In the field of internal perception,students have high learning satisfaction,positive learning attitude and strong interest in chemical exploratory experiments.However,the students’ basic experimental knowledge and basic skills are poor,and the ability to solve problems with knowledge needs to be improved.In the field of external performance,the performance of the end of the experiment was better,with most students at level 3,indicating that students could carefully dismantle experimental devices and clean experimental instruments after the end of the experiment.However,the performance of experimental preparation and implementation is poor,most of the students’ choice of experimental instruments and reagents is not reasonable,and the understanding of experimental operation essentials is still insufficient.In general,the students’ learning effect of chemical exploratory experiment is not good.(2)There is no significant difference between students of different genders in overall learning effect and performance of various dimensions.However,there are significant differences in learning effect among students of different grades.In general,students in the second year of senior high school have better learning effects due to longer learning time and more knowledge about experiments.Finally,based on the research conclusions,relevant suggestions are put forward to promote the improvement of students’ learning effect and teachers’ teaching ability :(1)The allocation of experimental resources should be improved;(2)The number of participants in experiments should be controlled;(3)Teachers’ concept of exploratory experiment should be changed.