Research On Chemistry Creativity Thinking Assessment Of Grade One Students In Senior High School

Creative thinking is one of the essential abilities for students to adapt to social development and is an important component of education in the 21 st century.The assessment of creative thinking plays an important role in evaluating students’ development and promoting teaching reform.Currently,the assessment of creative thinking in specific subject areas has received widespread attention.Chemistry is a subject with creativity,and the core competencies of "Scientific Inquiry and Innovation Consciousness" point to creative thinking.Building an assessment framework and tools based on relevant theoretical research is of great significance for exploring the current development status of chemical creative thinking among senior high school students and promoting the formation and development of their core competencies.By reviewing relevant research,the connotation of chemical creative thinking is defined as the thinking process of proposing novel ideas and viewpoints based on chemical knowledge and experience,cleverly conceptualizing problem-solving solutions,and attempting and improving them.Drawing on The Centre for Real-World Learning’s five dimensional model of Creative Thinking and Competency model for the PISA test of creative thinking,a framework for evaluating chemical creative thinking is constructed,which includes four dimensions: "curiosity and inquiry" "conjecture and exploration" "connection and synthesis" and "improvement and improvement".Based on this framework,real problems are selected as evaluation carriers,test content that matches students’ existing knowledge and experience is selected,open-ended test questions are designed,corresponding scoring standards are formulated,and a preliminary evaluation tool is constructed.After the implementation of the trial test,the quality of the evaluation tool is checked based on the Rasch model.Based on the quality inspection results,a few problematic items have been corrected to optimize the evaluation tool as a whole.Using the optimized evaluation tool,select some high school students from Yulin and Chongzuo cities in Guangxi to implement the evaluation.Use the Rasch model to convert the students’ original scores into their ability values,and analyze based on the data results.Research has found that the constructed evaluation framework can effectively guide the evaluation,and the evaluation tools developed based on the framework are basically in line with the expected assumptions of the Rasch model,with overall good quality;Overall,students’ creative thinking in chemistry can be divided into four levels,with uneven development in each dimension;There is a gender difference in students’ creative thinking in chemistry,and overall,girls are better than boys,which is significant;Through interview analysis,it was found that teachers’ teaching strategies for chemical creative thinking and students’ chemical learning habits have a impact on the development of chemical creative thinking.Due to limited research time and personal abilities,there is a problem with a small sample size in the study.Subsequent research can expand the sample size and source range,develop evaluation tools suitable for different grades,and further improve the research on the assessment of high school students’ creative thinking in chemistry.