Content Analysis On Organic Chemistry Test Of College Entrance Examination Under The New Curriculum

Organic chemistry is an important part of chemistry discipline knowledge in high school. Organic chemistry plays an irreplaceable role in training students’ thinking ability, self-learning ability, problem-solving ability, thus becoming the considerable content of chemistry test. Under the background of basic education curriculum reform and the reform of the National College Entrance Examination(NCEC), based on "the ordinary high school chemistry curriculum standard(experiment)" and "recruit students of common colleges and universities nationwide unified exam outline(curriculum standard experimental edition)",this research selects "organic chemistry knowledge " questions in the NCEC chemistry papers from 2007 to2014 as samples and make a quantitative analysis. The specific content this research is as follows:Part1: Refer to related research results on chemistry paper of the NCCE, expounding the theoretical basis of "organic chemistry knowledge" on the NCCE, then establishing the analysis of organic knowledge content from four dimensions(namely presentation design, content to build scenarios, test of organic chemistry knowledge content, infiltration of the thoughts and methods in papers).Part2: First of all, through statistics-comparison-analysis on the paper’s presentation methods, find the organic chemistry knowledge is fundamental and comprehensive, presentation of organic chemistry questions is diversified and stability of change. Secondly, based on the classification of the PISA situation, find that organic chemistry questions containing situation is about 37% on average in the total number of questions, the number of question situation is increasing year by year, but the source of situation is biased. Cognitive level from low to high ratio of situation is about 5:6:9 in the total sample. High cognitive level in question situation has also been gradually increasing on the whole. Analyzing the discipline knowledge and cognitive level’s covering of the test, find organic chemistry questions give priority to the trunk knowledge and cover the overwhelming majority knowledge points. Cognitive level mainly is distributed in the understanding and analysis of the horizontal section, small part is in horizontal section of memory, the examination pays much attention to students’ observing ability, thinking ability, experimental ability and problem-solving ability. Finally infiltration of chemistry discipline thoughts and methods is rich and implicit in papers.Part3: Combined with the analysis of the characteristics on the organic chemistry paper, the thesis puts forward the following suggestions: the originator should attach importance to mining material from life, creating fresh situations. Manifest the infiltration of thoughts and methods in chemistry discipline, highlighting ability in the test to improve the system of assigning questions, realize the concept of "ability" in measurement evaluation. In order to promote the formation and development of students’ ability, suggests that front-line teachers adopt the following teaching strategies: Instruct students to analyse the papers’ presentation to improve the information processing ability. Help students fully realize organic chemistry reaction to set up the knowledge network. Pay attention to combing discipline thoughts and methods, collaboratively promote students to master knowledge and ability.