Research On Organic Chemistry Test Questions In College Entrance Examination Based On Marzano’s Taxonomy Of Educational Objectives

In order to adapt to the rapid development of social economy and science in the new era,cultivate compound and innovative talents needed by national construction,and promote the modernization of education,China’s college entrance examination has carried out a series of reforms and breakthroughs.As an important carrier of college entrance examination reform and a vane of talent selection,the high examination question has a strong guiding effect on the teaching practice of front-line teachers.Organic chemistry is closely related to production and life,and it is very important to solve the bottleneck of energy and environment faced by mankind at present.Analyzing and studying the organic chemistry questions of college entrance examination is conducive to giving full play to the function of college entrance examination,helping front-line teachers to understand the trend and trend of college entrance examination changes,improving teaching efficiency,and cultivating students’ comprehensive ability and discipline accomplishment.Based on Marzano’s taxonomy of educational objectives,combined with Curriculum Standards for Chemistry in Senior High Schools(2017 Edition,2020 revision)and Chinese College Entrance Examination Evaluation System,this study constructed a three-dimensional analysis framework of cognitive process,knowledge and situation to analyze the national volumes of the past five years(including the National Test Papers I and II from 2018 to 2020,2021 and 2022 National Papers A,B)and Zhejiang volume organic chemistry test content.The cognitive process dimension focuses on the analysis of the cognitive level of the organic chemistry test questions,which includes four cognitive levels: retrieval,comprehension,analysis and knowledge utilization,and each cognitive level contains multiple elements.In order to analyze the organic chemistry test questions specifically,the cognitive level is combined with the teaching content to integrate the cognitive dimension under the theme of organic chemistry to express expectations.The knowledge dimension focuses on the analysis of the types of knowledge contained in the test questions,including information and mental procedures;Situational dimension mainly refers to the distance between test questions and students’ life and their professional level,including four categories: subject situation,daily life situation,production environmental protection situation and academic situation.Based on the constructed analytical framework and the connotation of the core literacy of chemistry,the requirements of the core literacy of the subject under the theme of organic chemistry are established,and the characteristics of the examination questions on the core literacy of the subject are analyzed.Finally,based on the results and conclusions of the analysis,some suggestions are put forward for teachers’ teaching of organic chemistry.The results show that the scores of organic test questions in the national paper and Zhejiang paper have changed little in recent five years,ranging from 21% to 33% in the national paper and from 20% to 30% in the Zhejiang paper.The proportion of retrieval level questions in the national paper I fluctuated the most,while the change in the national paper II was relatively stable.The proportion of recall elements in the retrieval level of Zhejiang Volume and National Volume is more than half.The proportion of comprehension level test questions in test A,test B and test Zhejiang all showed a downward trend.Integration and symbolization account for the same proportion in the national volume and Zhejiang volume.In terms of analysis level,Zhejiang volume is mainly specifying,while the national volume is mainly specifying and classified;Zhejiang paper involves 1～2questions about knowledge utilization every year,but there are relatively few national papers.The knowledge of information type is the main knowledge category of the two.In recent five years,the average proportion of information type knowledge in Zhejiang volume is 71.6%,and that in the whole national volumes is 56.9%,and both of them are mainly factual knowledge.In terms of situation,the national volume mostly involves the medical field,while the Zhejiang volume mainly focuses on subject situation;The examination of core literacy in the national and Zhejiang volumes mainly focuses on two dimensions: "macro-identification and micro-analysis" and "evidence reasoning and model cognition".The cognitive level matching literacy is mainly comprehension and analysis level,and the examination questions rarely reflect the examination of "scientific attitude and social responsibility" literacy.The research shows that in recent five years,the national organic chemistry test questions attach importance to the selection of real situations,while the Zhejiang paper mostly takes the subject situation as the carrier.Both of them give priority to information knowledge,give consideration to mental program knowledge,and focus on the examination of students’ higher-order thinking cognitive level.The test questions can better reflect the core literacy of chemistry.This study is helpful for front-line teachers to understand the life-oriented thinking of organic chemistry test questions in college entrance examination,carry out targeted teaching,enhance teaching effect,help students form disciplinary thinking,improve their cognitive level and develop their core literacy in chemistry.