Junior High School Chemistry And Opening Title Design And Practice

With the development of the curriculum reform, the study of open-ended chemistry questions is becoming a hot topic. Open-ended questions have such characteristics as structural openness, thinking divergence, multi-level solutions and scenario authenticity, which make up to a large extent for disadvantages of close-end questions, particularly in examining the flexibility and universality of students' thinking, examining the students' practical ability and innovation awareness. Besides, it has some irreplaceable advantages over closed questions in emotions, attitudes and values. However, in the chemistry education circles of China, this study is just at the initial stage, most of which stays in the theoretical level, and the few studies on open-ended questions are limited to classification and solution, among which there is little systematic research aimed at the design of chemistry open-ended problem in junior middle school. Therefore, it is necessary to make a systematic research on the design and practice of open-ended chemistry problem in junior middle school.Based on J.P.Guilford's intelligence theory, constructivist learning theory and cognitive flexibility theory, this paper makes a tentative study on the definition of related concepts, compiling principle, classification and evaluation in the process of open-ended chemistry problem design. What's more, here it defines open chemistry questions in junior middle school as chemical test questions with the following characteristics, such as taking quality examination for the purpose, ability examination as the focus, and incomplete condition, divergent thinking and with no standard answer, which require students to explore with a multi-angle and multi-level thinking method.The practice of this research mainly includes three aspects:one is the questionnaire survey and sample problem test, through the questionnaire survey and analysis for students' cognition about the open-ended questions and the teachers' opinions on the relationship between open-ended questions and common ones, which makes it clear that the implementation of open-ended problem teaching in junior middle school is essential; Through testing sample questions of open-ended questions, understanding the success and inadequacy of open-ended questions, to provide a timely feedback for the scientific design of open questions. The second is designing new open-ended questions with reasonable materials, and seeking practical design of open-ended questions by using close-end questions. And for the evaluation of open-ended questions, the research tries to use the classification evaluation method of SOLO to evaluate various open-ended questions. Besides, based on knowledge order of nine-year compulsory education, giving consideration to the relevant knowledge and skills in Anhui province, according to the 2010 target outline of junior school exam, this project forms a small junior chemistry problem bank to collect some typical open questions which appear in various provinces, it is convenient for junior school teachers to use the teaching resources.According to the above research, the paper puts forward some suggestions on the design and evaluation of open-ended questions:designing open-ended questions do not mean designing puzzling and even meaningless questions only for the sake of open and interesting questions. The author suggests grasping the principles of guidance, openness, gradation of open-ended chemistry questions to design various and creative open questions. For the evaluation of open-ended questions, it is necessary to take into account the qualitative aspects, but also consider the actual test papers to facilitate quantitative statistics.