The Level Of Development Of Compulsory Education In Quantitative Chemical Study Of Cognition

Quantitative understanding is a necessary result of students in-depth understanding of the chemical knowledge, indicate the students pay more attention to understand chemistry from nature of knowledge and its change law essentially, quantitative cognition level of development can help the students from the perspective of quantitative view of chemistry, solve the problem, and eventually form a quantitative thought. The literature shows that, domestic for chemical quantitative research is not very comprehensive at present, it is necessary to establish chemical quantitative understanding level framework in phase of compulsory education, at the same time, carry on the related research of measurement and evaluation。The paper mainly adopts literature research、Text analysis (student papers, assignments、Questionnaire (based on the Rasch model), and other research methods in the process of research. The research content mainly includes four parts:First, based on the analysis of the standard of curriculum (2011) and the related literature, determined the direction and content of the research. Chemical quantitative content of this paper is to comb the compulsory education stage, establish quantitative knowledge level framework and measurement tools, and use this to evaluate students quantitative understanding level in chemistry, for teachers to understand students’ chemical quantitative level and how to more effective teaching provide relevant basis, expect to provide practical help for teachers practical teaching.Second, coordinate the chemical quantitative content in phase of compulsory education. Based on crack a book of the teaching material, the standard of curriculum (2011), explain of the Beijing chemical examination, determines the contents related to the compulsory education stage of chemical quantitative:pure, the solution and the material changes, as well as elaboration the content separately.Three, set up the compulsory education stage chemical quantitative knowledge level framework and measurement project. Based on the chemical content of quantitative, from different quantitative cognition level, difficulty levels to establish a quantitative theoretical framework, and develop corresponding measuring project.. Using Rasch model verify reliability and validity of the measure tools, ultimately, gained high reliability and validity of chemical quantitative understanding level framework.Four, using the developed measurement tools, evaluate students’ chemistry knowledge quantitative level. From the different quantitative content:students in the "pure" and "material change" two quantitative average part serves is higher than the "solution" section, and most of the students in the "pure" and "material change" two aspects to achieve B difficulty quantitative level, and in the "solution" section, the quantitative level of students still stay in A level difficulty levels; Analysis from the same difficulty level, A level of difficulty levels project serves the lowest class in the quantitative part of "material change",B difficulty levels of project serves "solution" quantitative part is the lowest class, C difficulty levels of project the hardest part is "matter".This paper is to comb the compulsory education stage chemical quantitative content, create chemical quantitative knowledge level framework and measuring tool, evaluation grade students understanding level of chemistry quantitative.