An Analysis Of The Characteristics Of Chemical Proposition In College Entrance Examination From The Perspective Of Key Competency

The key competency of chemistry is an important part of the development of key competency of senior high school students.In the new round of reform examination and enrollment system,the proposition standard of "students' key competency of chemistry" is put forward in the new round of reform examination and enrollment system.At a time when the new round of reform examination has not yet been carried out in an all-round way,the college entrance examination has taken on the role of chemistry academic level grade examination,and the chemistry proposition of college entrance examination will attach importance to and embody the evaluation of the key competency of chemistry.Taking the 2018 college entrance examination chemistry science comprehensive national volume II as an example,this paper understands the propositional characteristics of the senior high school chemistry academic level grade examination from the perspective of key competency,and provides a reference for the future academic level grade examination based on key competency.In order to serve the chemistry teaching in senior high school,it is beneficial for teachers to more accurately infiltrate the cultivation of students' chemistry key competency and improve the teaching quality of teachers in the front-line chemistry teaching.Promoting the cultivation of key competency and the all-round and in-depth development of basic quality education reform.This paper is divided into five parts.The first part is the introduction,which elaborates the research background,research purpose and significance,research ideas and research methods.The second part is the theoretical basis.It summarizes the current situation of Chemistry Academic Level Examination and Chemistry Evaluation of College Entrance Examination in China.Then it defines the relevant concepts,elaborates the relevant theoretical basis,explains the specific connotation of the key competencies of chemistry and the meaning of Bloom's classification theory of educational objectives.The third part and the fourth part are based on the qualitative and quantitative analysis of the key competencies of chemistry subject.Through the framework of proposition analysis from the perspective of key competencies,each of the national papers I and II of Chemistry Comprehensive Examination for College Entrance Examination in 2018 is analyzed one by one.Statistical analysis shows that the five dimensions of high school chemistry academic quality,key competencies and each dimension level of the test questions are obtained.The characteristics of this examination.The fifth part is the conclusion and enlightenment.According to the qualitative and quantitative analysis,the characteristics of the propositions of the National Chemistry Test Paper I and II in the 2018 College Entrance Examination are obtained,and the corresponding teaching suggestions are given.The results show that:From a qualitative point of view,the national papers I and II of Chemistry for the 2018 National College Entrance Examination meet the requirements of the 2018 National College Entrance Examination syllabus,implement the fundamental task of "Lide Shuren",and comprehensively cover the five dimensions of the key competencies of the chemistry subject.The proportion of each dimension is different.In terms of the quality level of academic level,four levels are involved.Level 1 and level 2 are the main choices,while Level 3 and level 4 are the key ones in non-choices.From the quantitative point of view,from the breadth,it covers all dimensions of key competencies,but the proportion is different.From large to small,the order of proportion is "macro-identification and micro-analysis","scientific inquiry and innovative spirit","change concept and balanced thought","evidence reasoning and model cognition","scientific attitude and social responsibility".In depth,the level of each dimension of key competencies is generally at the middle level,and each dimension attaches importance to different levels of examination.For example,"macro-identification and micro-analysis" and "level 3" account for the largest proportion in each test paper,34.04% and 54.28% respectively.