Research On The Chemistry Test Questions Of The 2018～2022 High School Entrance Examination In Ningxia

High school entrance examinations are tests of curriculum implementation and academic growth levels in compulsory education.The main test is a paperand-pencil test,with the help of the test results to reflect the students knowledge and ability achievement.As an important subject,chemistry is a compulsory subject in the High school entrance examination.The results of test determine to a certain extent the achievement of students’ High school entrance examination objectives,reflect the mastery of knowledge,and can have a profound impact on their future.Therefore,the analysis and research on the chemistry test questions of the senior high school entrance examination,the exploration of its characteristics and laws can improve the teaching efficiency and promote the cultivation of students’ core literacy.Based on Wang Lei and his team’s subject ability evaluation model,Bloom’s taxonomy of educational objectives,situational typology and other cutting-edge theories,this study constructed an analysis framework of chemistry test questions in senior high school entrance examination from three aspects: subject ability,knowledge and situation.The framework divided the subject ability into three kinds of ability and eight ability elements: general understanding,experiment and inquiry,migration and application.The knowledge dimension was divided into factual knowledge,conceptual knowledge and procedural knowledge.The test situation was statistically analyzed from three first-level dimensions of identification parameters,content parameters,and dress parameters and 10 second-level dimensions.Starting from the subject ability,knowledge,and situation,we quantified and analyzed the typical test questions of chemistry examinations in Ningxia from 2018 to2022.The correlation of the frequency of subject competencies tested in previous years was analyzed using SPSS26.0 software.According to Porter’s consistency coefficient,the consistency between the subject ability and the curriculum standard requirements was analyzed.Finally,according to the focus and direction of the test questions,some suggestions were made for teachers’ teaching,review of different types of knowledge,test preparation and preparation of test questions.The study found that the test questions in the past five years have the following characteristics.The examination of subject ability takes into account the general understanding,experiment and inquiry,migration and application,and each secondary element.At the same time,it also has a focus.The score of experiment and inquiry ability accounted for 34.7%～45.4%,the score of general understanding ability accounted for 27.7%～39.9%,and the score of migration and application ability accounted for 23.1%～28.0%.From the examination of secondary elements,the elements of comprehension and representation,design and application,and calculation and reasoning ability were examined most frequently,and the scores all accounted for more than 50%of the total scores of the corresponding primary subject ability,and there was no correlation between the frequency of examinations in adjacent years.The proportion of ability elements examined in each subject is generally stable.The examination of knowledge was biased toward conceptual knowledge,with an average annual score of about 47.4%.The second was procedural knowledge.The proportion of factual knowledge was the lowest,but the form of examination was no longer a simple knowledge reproduction,but a connection with the adapted situation after thinking,which was biased towards the identification and application of knowledge.Although all the test questions introduced contextual materials from different sources,the proportion of authentic situations was not high and most of them were still derived from the evolution of subject knowledge.Dominated by single-disciplinary contexts,with fewer multidisciplinary contexts.The core literacies of chemistry carried by the test questions were mainly scientific thinking,scientific investigation and practice,followed by chemical concepts,scientific attitudes and social responsibility;The correlation between situation and problem is high.The presentation forms of the test questions were mostly text + chart and text +picture,which was conducive to students to obtain key information in a short time.The scores of closed and independent situational questions were relatively high.In order to test students’ comprehensive ability,we should increase the proportion of scores of real situation questions and relevance and open problem situation questions.The research showed that the chemistry test questions of the middle school entrance examination in Ningxia from 2018 to 2022 have maintained a good consistency with the requirements of the curriculum standards.The test questions were integrated into real situations such as production and life,environment and nature,scientific and technological frontiers,and historical classics.The focus of the examination was not only on the basic knowledge and experimental inquiry ability,but also conducive to the cultivation of students’ core literacy of chemistry such as scientific thinking,scientific inquiry and practice.It was helpful to the teachers and students of grade 9 in teaching and preparation.The above research results had certain theoretical value and practical significance.