Research On The Evaluation Of High School Students' "change Concept And Balance Thinking" Literac

In the new round of curriculum reform,"developing students’ core qualities" has become the core goal of China’s education reform,and "cultivating well-rounded people" is regarded as the ultimate goal of education."Chemistry core accomplishment" is an important aspect of developing middle school students’ core accomplishment,which reflects students’ comprehensive quality.Chemistry Curriculum Standards for Senior High Schools(2017Edition,2020 revision)(hereinafter referred to as the "New Curriculum Standards")advocate evaluation rely on the core literacy of chemistry.The quality of "changing and balancing ideas" is a part of the core quality of chemistry.It expounds the fundamental problem of chemistry,that is,matter and its transformation.It is of great significance for evaluating students’ literacy level of "changing concept and balancing thought" and improving students’ core literacy level to do in-depth research on the connotation,curriculum objectives,level division and other related descriptions of "changing concept and balancing thought" literacy level in the new curriculum standard,extract the cognition perspective of each level of literacy,and develop the assessment tool of "changing concept and balancing thought" literacy level.Based on the description of "changing ideas and balancing ideas" literacy in the new curriculum standard,this study developed an assessment tool on the basis of existing research,and discussed "changing and balancing ideas" literacy in high school chemistry.The first two chapters introduce the research background of this paper,and analyze the existing research on the three major international assessment projects and the assessment of the core literacy of chemistry.Then it defines the concepts of "core literacy of chemistry","concept of change and balance" and "assessment of literacy",and combs the constructivism theory and item response theory.The third chapter and the fourth chapter are the focus of this study,which mainly introduces the development and application process and results of the assessment tool of chemical change concept and balanced thought literacy in middle school.This paper analyzes the course objective and level division of changing concept and balancing ideological quality in the new curriculum standard literally,and draws out the cognitive perspective to develop the corresponding assessment tools.Firstly,the test was carried out,and the assessment tools developed were analyzed according to the requirements of Rasch model.Then,the questionnaire Star platform was used to carry out online assessment on 104 students from different regions,such as Dandong City of Liaoning Province,Panjin City of Liaoning Province and Hinggan League of Inner Mongolia Autonomous Region.The conclusions were as follows: At present,the "change concept and balance thought" literacy of senior high school chemistry is at level 2 on the whole,which has a certain gap with the academic examination requirements,and there is still a great room for improvement.Based on the assessment results,the fifth chapter puts forward some teaching suggestions from the aspects of enhancing and consolidating basic knowledge of chemistry,strengthening experimental teaching,and structuring curriculum content,hoping to provide some references for promoting the development of high school students’ quality of "changing ideas and balancing thoughts".Finally,summarize and reflect.