Research On Performance Evaluation Of Chemical Core Literacy In Project-based Learning

As the influence of core literacy in the field of education continues to expand,the reform of education evaluation has become a hot topic in educational research.The new round of evaluation reform emphasizes the integrated development of teaching,learning,and evaluation,focuses on the evaluation of students’ learning process,and emphasizes the changes in students’ ability and literacy levels.The "Chemistry Curriculum Standards for Senior High Schools(2017 Edition)" clearly requires that quality education be the guiding principle,and that students’ core literacy in chemistry be cultivated to promote their comprehensive development.Project-based learning,as a teaching method that enhances core literacy and comprehensive abilities in a subject,combined with performance evaluation,conforms to the trend of evaluation reform.Therefore,performance evaluation of chemistry core literacy in project-based learning has certain research value.Firstly,the research status of project-based learning,performance evaluation,scientific attitude and social responsibility literacy,and the research status of performance evaluation in project-based learning were analyzed using literature research method to determine the main content of the research.Secondly,the basis for implementing performance evaluation in chemistry project-based learning under the guidance of scientific attitude and social responsibility literacy was analyzed.Based on the characteristics of project-based learning and chemistry discipline,explicit performance types including chemical symbolic,observational,operational,and communicative performances were established,and implicit literacy dimensions including value cognition,safety and environmental awareness,rational evaluation,and problem solving were identified.Based on these dimensions,a performance evaluation scale for scientific attitude and social responsibility literacy in project-based learning was developed.The weight of specific performance methods for the four performance types was determined using the Delphi method,and the reliability was analyzed using the Kendall harmony coefficient.In order to verify the effectiveness of the practice,two classes with similar levels from Guilin No.18 Middle School were selected for case studies.Through three specific project-based teaching practices,the behavior of experimental class students during project-based learning was recorded,relevant data was analyzed,and the specific ways in which students demonstrated their "scientific attitude and social responsibility" under the guidance of literacy were observed.Then,through pre-and post-tests of "scientific attitude and social responsibility",the changes in students’ scores and various literacy dimensions were analyzed,and combined with teacher-student interviews,the conclusion of the practical research was drawn: the implementation of performance evaluation in project-based learning has a certain promoting effect on the development of students’ "scientific attitude and social responsibility" literacy.Although this study has achieved certain results,the performance evaluation system for chemical core literacy in project-based learning constructed in this study still needs further improvement and verification in future teaching due to the limitations of the practical objects,practical time,and the limited level of the researchers themselves.