Analysis Of The Core Literacy-Oriented College Entrance Examination Chemistry Papers And Teaching Strategies

As As an important breakthrough in the reform of the evaluation system of basic education,the college entrance examination plays the role of a counterbalance to the examination and evaluation,grasps how the requirements and contents of the examination fit the training objectives of the new round of basic education curriculum reform,gives feedback on the positioning and interconnection of the four elements of"literacy","context" and "knowledge" in the design of the college entrance examination,and promotes the scientific assessment of students’ core literacy development.This paper is a review of the four elements of "literacy","context" and"knowledge" in the college entrance examinations,and the scientific assessment of students’ development of core literacy,and the promotion of the college entrance examinations for core literacy education,which is conducive to the implementation of the fundamental task of establishing moral education.This paper compares the current status of research on the core literacy of chemistry and the analysis of chemistry test questions in the college entrance examination through literature research,constructs a framework for the evaluation of college entrance examination chemistry test questions based on the Chinese college entrance examination evaluation system,the description of the Chinese college entrance examination evaluation system,the high school chemistry curriculum standards and high school chemistry textbooks,and analyzes the real situations,essential knowledge,practical problems,subject competence,and the core literacy of students in the chemistry test questions of National Paper Ⅱ in 2020,National Paper B in 2021 and National Paper B in 2022,respectively.The aim is to promote the comprehensive implementation of the basic education curriculum reform based on literacy,to grasp the concept of the chemistry test questions in the college entrance examination,to design literacy-oriented teaching activities,and to provide a feasible path for the integration of "teaching,learning and assessment".The test questions were analyzed.The analysis of the test questions shows that,firstly,the focus of each question type on the core literacy of chemistry is different,for example,STSE focuses on scientific attitude and social responsibility,organic structure and properties focuses on macroscopic identification and microscopic analysis,structure of matter and periodic law focuses on evidential reasoning and model cognition,and experimental investigation questions focus on scientific investigation and innovative consciousness,etc.;secondly,the proportion of the test questions on students’ subject competence is basically the same,and the proportion of the test questions on learning and comprehension is about the same.The proportion of learning comprehension ability is about 28%,application practice ability is about 48%,transfer innovation ability is 24%,which is more obvious that the proportion of macroscopic recognition and microscopic investigation test learning comprehension ability decreases year by year,scientific investigation and innovation consciousness test application practice ability has increased;Third,learning comprehension ability focuses on generalization and association,application practice ability focuses on inference and prediction,transfer innovation ability focuses on The proportion of the five aspects of the core literacy of chemistry are examined,among which the proportion of the examination of the concept of change and balanced thinking,scientific investigation and innovative consciousness has increased year by year,while the proportion of the examination of macroscopic identification and microscopic analysis has decreased;fifth,the trend of the examination level of the core literacy of chemistry is more or less the same.Level 3 accounts for a larger proportion,Level 2 and Level 4 are the second,and Level 1 accounts for a smaller proportion.Finally,according to the conclusion of the test evaluation,we propose targeted teaching strategies to cultivate students’ core literacy in chemistry,in order to provide some reference for high school chemistry teaching.For example,triple representation is used to establish the subject concept of "structure-property-use";realistic problem situations are created to deeply understand the principles of chemical reactions;thinking diagrams are drawn to cultivate logical reasoning ability;the awareness of scientific investigation is strengthened to cultivate a rigorous and rigorous learning attitude;the frontier knowledge of science and technology is paid attention to to develop the subject vision,etc.