National Ⅰ Volume Of College Entrance Examination Chemistry Based On Core Literacy Analysis

Since the publication of “China Student Development Core Literacy”,the chemistry curriculum standards,the college entrance examination proposition basis,the chemistry evaluation standard,the main content of the teacher teaching,and the chemistry examination standards all need to be designed and implemented based on the core literacy of the chemical.Domestic research on core literacy questions focuses on the college entrance examination in a certain year,with the aim of improving students’ core literacy and proposition research.The research objects are mostly concentrated in 2016 and 2017.The research of such systems is mostly journals.Research is not enough.This paper takes the National I Volume of the College Entrance Examination in 2014-2018 as the research object,and based on the description of the core literacy of the discipline in combination with the high school chemistry curriculum standard(2017 edition).On the basis of the test questions,literacy,literacy level and scores,the paper analyzes the five sets of test papers,and concludes the characteristics of the core literacy in the national I volume of the college entrance examination in2014-2018:The distribution of core literacy in the past five years is similar,the highest literacy is macroscopic analysis and microscopic analysis,followed by evidence reasoning and model cognition,and the scientific attitude and social responsibility are the smallest.From theperspective of literacy,the macro-discrimination and micro-exploration scores account for nearly 50% of the total score,and the literacy level is increasing year by year,reflecting the national examination of the college entrance examination chemistry in the macro-discrimination and micro-exploration literacy At the same time,it also has the meaning of selection;the concept of change and the balance of thought literacy in thepast five years of the test are selected by multiple-choice questions and subjective questions,and the level of literacy examination is higher,all based on level three;evidence reasoning The model’s cognitive literacy level is mainly concentrated in level 2 and level 3,reflecting that high school chemistry requires students to draw conclusions based on evidence,while the requirements for students’ independent modeling and problem solving are relatively low;scientific inquiry and innovation The mental literacy test questions are subject-choice questions and subjective questions,which means that the literacy not only requires students to make basic judgments on experimental phenomena and conclusions,but also requires students to independently design experiments to explore and cultivate students’ inquiry spirit.Innovative awareness;scientific attitudes and social responsibilities have been scored in the past five years,all of which are about 6 points.Based on the analysis of the high exam questions,combined with the experience and suggestions of some Changsha first-line chemistryteachers,the teaching strategies are proposed for the cultivation of each literacy,such as core concept teaching,example teaching,and development of chemistry experiment school-based curriculum.A comprehensive analysis of the core literacy of chemistry subjects in the high test questions,is conducive to the first-line teachers to grasp the test hotspots,teaching priorities and difficulties,focus on the cultivation of students’ core literacy,thus promoting the overall development of students;at the same time,also for chemistry teachers Adjusting the college entrance examination preparation review strategy to provide reference,it can provide reference for the proposition,so that there are new explorations on the chemistry type,examination characteristics,and the way of the problem,and thus promote the overall improvement of the proposition level,accumulate materials and cases for the college entrance examination reform.