Competency-Oriented Question Analysis And Empirical Research On Exam Preparation Of College Entrance Examination Chemistry Test

Many provinces have implemented the reform of the College Entrance Examination in recent years,with the proposal of the new curriculum standards for chemistry study in high school.The key competency of chemistry has become the focus of high school chemical education research.To our knowledge,most of the research studied question analysis of college entrance examination chemistry test,or teaching-learning design.This study combines the competency-oriented question analysis of the College Entrance Examination chemistry test with teaching-learning empirical research.The teaching effectiveness can be verified through the comparison of key competency level assessment results.Based on level statistics and analysis,teaching suggestions and preparation strategies on College Entrance Examination chemistry test are summarized.This empirical research is significant for exploring effective teaching strategies to cultivate students’ key competency of chemistry.We firstly analyzed the related theoretical concepts.Competency-oriented is an educational concept,which maintains that we should pay more attention to the cultivation of students’ key competency.It is different from the "knowledge-based" educational concept that only focuses on knowledge and skills.The key competency of chemistry,which shows the characteristics of chemistry disciplines,are condensed into five key competencies,namely "macro identification and micro analysis,change concept and balanced thought,evidence reasoning and model cognition,scientific inquiry and innovation awareness,scientific attitude and social responsibility".Under the conduct of competency-oriented analysis framework,the stratified sampling method were used to analyze the organic chemistry questions in the new college entrance examination chemistry test in seven provinces and cities(Beijing,Shandong,Liaoning,Hubei,Chongqing,Guangdong and Gansu provinces)for three consecutive years from 2020 to 2022.The characteristics of the test question are summarized as follows: 1,Contextualized test questions,closely related to production and life,reflecting the social value of organic chemistry for the development of life sciences;2,Emphasizing the system construction of necessary knowledge,focusing on the examination of organic chemistry theme 2 "Properties and applications of hydrocarbons and their derivatives";3,Paying attention to the cultivation of the key abilities of the core literacy of chemistry 1 "macro identification and micro exploration" and literacy 3 "evidence reasoning and model cognition".Based on the key competency of chemistry,and combined with the theory of organic compound theme and key competency model,the teaching design of themed large units was carried out,and the subject aptitude testing tool for students was also developed.Before the teaching process of "Acetylsalicylic Acid Organic Synthesis",there was no significant difference between the pretest sample data of the analysis experimental class and the control class,and after one week of teaching,the average key competency level of the experimental class in the experimental class was higher than that of the control class,indicating that the large-unit teaching of organic compounds theme was helpful to improve students’ subject aptitude.Competency-oriented high school chemistry education proposes to integrate teaching,learning and evaluation.How front-line teachers balancing college entrance examination evaluation and effective classroom teaching,is difficult and needs to be constantly explored.Combined with the background of the current reform of the new college entrance examination,this study selected the "organic chemistry" section to systematically study the propositional characteristics of the chemistry test questions in seven provinces and cities in the past three years.The empirical research of large-unit teaching "acetylsalicylic acid organic synthesis" was carried out,and competency-oriented high school chemistry teaching strategies were put forward: 1,Based on the theme content of organic compounds,hierarchical activities are carried out according to academic conditions,and the overall teaching of large units is helpful to develop students’ key competencies;2,Examination preparation of organic chemistry is suggested to begin with organic inference questions of the college entrance examination,which can be deeply explored the characteristics of the test questions.It is helpful to carry out deep learning and cooperative learning to "return" the classroom to students.The results of our empirical research helps front-line teachers to understand the connotation of core literacy in chemistry,clarify the propositional rules of high school examination questions.This study provided our exploration to implement chemical competency-oriented teaching mode,which has practical guiding significance for the integration of "teaching,learning and evaluation" of high school chemistry based on the competency.