A Study On The Influence Of The Difficulty And Expression Of Chemistry Test Questions On High School Students' Problem Solving Of Ionic Reaction Concept

"Macroscopic identification and microscopic analysis" is one of the five core dimensions of chemistry,which requires students to understand the diversity of matter at different levels and to analyze and solve practical problems from a combination of macroscopic and microscopic perspectives.Among them,"Macroscopic Identification and Microscopic Analysis" emphasizes the unique role of chemical symbols,the unique language of chemistry,and macroscopic and microscopic aspects,which can help students better understand chemical concepts and solve practical chemistry problems.Therefore,the study of "macro-micro-symbolic" chemical triple representation has become a hot topic in the new round of chemistry education reform.The study of ionic reaction concepts has a unique value for the study of triple representation in chemistry,and exploring the influence of test difficulty and presentation on ionic reaction concepts problem solving for high school students can suggest suggestions for cultivating students’ problem solving and triple representation abilities.First,the literature on triple representation and ionic reactions is reviewed to define the meaning of triple representation and to determine the level of triple representation for high school students in relation to the "macroscopic identification and microscopic investigation" literacy level.According to the standard academic quality level criteria,the academic quality level of ionic reaction concept is classified.Secondly,a questionnaire was developed to measure the ionic reaction concept based on the triple representation and the specific behavioral performance of the ionic reaction learning effectiveness level.Then,278 students from two general high schools in Jining City,Shandong Province were selected as the subjects of the study,and the ion reaction concept assessment questionnaire was used to conduct the actual test,collect the test data,and use SPSS 21.0 software to conduct statistics and analysis of the actual test data to explore the effects of test question difficulty and presentation on the ion reaction concept problem solving of high school students.Finally,the results of the study were interpreted,conclusions were drawn,and teaching suggestions were made based on the conclusions.The results show that(1)test question difficulty affects high school students’ problem solving of ionic reaction concepts;and(2)test question presentation affects high school students’ problem solving of ionic reaction concepts.The innovations of this study include:(1)defining the components and levels of triple representation,which provides a new framework and ideas for conducting research on triple representation;(2)developing a questionnaire to measure ionic reaction concepts for high school students,which provides a new tool for conducting research on ionic reaction concepts;(3)clarifying the effects of question difficulty and presentation on students’ level of triple representation,which provides a new basis for improving students’ triple representation ability in chemistry teaching.(3)to clarify the effect of test difficulty and presentation on students’ triple representation level,which provides a new basis for improving students’ triple representation ability in chemistry teaching.