Research On The Evaluation Of Hydrogen Bond Modelling Capabilities

According to the domestic and foreign curriculum standards and the frontier research results,this study divides the hydrogen bond modelling capabilities into four primary indicators: cognitive understanding ability,expression and description ability,construction and application ability,and inspection and evaluation ability.Combined with SOLO(Structure of the Observed Learning Outcome)target classification,each primary indicator is divided into four second-level indicators: zero cognition,single-point and multi-point cognition,relevance cognition,and abstract expansion level.According to the framework of the hydrogen bond modelling capabilities level,the corresponding evaluation tools were compiled,121 senior high school students were evaluated,and the differences in the hydrogen bond modelling capabilities of students with different genders and academic levels were evaluated.The evaluation results show that:(1)The ability of hydrogen bond modelling for students is not high,and the ability of male students to construction and application is better than that of female students.Female students were better than male students in the expression and description model,and there was no significant difference in other primary indicators.However,in the secondary indicators,the medium level of expression and prediction ability(A2)and the construction ability(C2)and application ability(C3)of girls are better than those of boys.The test and evaluation ability of male students is better than that of female students.(2)Academic achievement level affects students’ hydrogen bond modelling capabilities.Generally speaking,the better the academic performance,the stronger the ability of hydrogen bond modeling.(3)The development of the hydrogen bond modelling capabilities for students is not balanced in the four dimensions.On the whole,the cognitive understanding ability is better than the expression description ability,the expression description ability is better than the construction application ability,and the construction application ability is superior to the inspection and evaluation ability.(4)There is a big difference in the performance of students in the construction of application ability,and there is a small difference in the performance of cognitive understanding and test evaluation ability.(5)There was no significant interaction between academic achievement and gender.