An Analysis And Research On The Relationship Between The Questions Of The National Chemistry Olympiad And The Core Literacy Of The Chemistry Discipline

The discipline Olympiad plays an important role in the cultivation of students' core literacy.In order to explore the relationship between the competition test questions and the core literacy of the discipline,this study takes the theoretical test questions of the finals of the National Chemistry Olympic Competition in the past 5 years(2015-2019)as the research object.By using literature research method,text analysis method and mathematical statistics method,this paper firstly conducts statistical analysis from the investigation situation of discipline core knowledge,discipline ability and discipline core literacy dimension,so as to grasp the investigation trend of the examination questions as a whole.In addition,a systematic analysis of the typical test questions of different topics is carried out,and the test characteristics of each topic test question are summarized from the dimensions of the problem situation,investigation knowledge,reasoning path,ability requirements and chemical core literacy.The results of the study show that the theoretical test questions for the finals of the National Chemical Olympiad have the following characteristics:(1)Most of the test questions in the competition take the scientific frontier as the problem scenario,and have a high frequency of investigation on the topics of material structure,chemical thermodynamics,chemical kinetics,volume analysis,and organic chemistry.A question often reflects the integration of different knowledge points,which requires students to consciously take the initiative to perform complex reasoning based on multiple angles to solve migration and innovation problems.(2)The test questions tend to investigate the core literacy of the chemistry discipline of "evidence reasoning and model cognition".They should have evidence awareness in the process of problem solving.They can use deductive synthesis and analogy analysis to deal with the complex relationships between different evidences.And can use chemical models to reasonably speculate on the composition,structure and properties of substances.In addition,each year's investigations on "macro identification and micro-analysis" and "change concept and balance thought" have different focuses.The former mainly relies on the subject of material structure,elemental chemistry,volume analysis and organic chemistry,While the latter is mainly based on the subject of chemical thermodynamics,chemical kinetics,electrochemistry,elemental chemistry,capacity analysis and organic chemistry.In addition,as the final exam questions were set with separate experimental questions,the score of"scientific inquiry and innovation consciousness"was relatively low in the theoretical exam questions,and the cultivation of "scientific attitude and social responsibility" mainly depended on the infiltration of the situation.(3)According to the characteristics of the chemistry competition test questions on the core literacy of chemistry,this paper discusses the adaptability of its connotation and level of the literacy framework.The former is not much different,because students have established a relatively complete perspective of the chemistry subject in high school,which is mainly manifested by the different types of ability elements;For the latter,there is imperfection in the horizontal framework,and the competition test questions reflect the high level of literacy requirements.And the specific performance is in two aspects:first,the constant refinement of cognition Angle and the change of cognition mode bring the improvement of cognition mode.Second,the reasoning process of problem solving experience becomes more and more complicated,which brings about the change of discipline ability elements.The results of the analysis study show that The theoretical test questions of the National Chemistry Olympiad embodies the high-level training and examination of the core chemistry of students.competition classroom teaching can help students develop their own cognition by creating real problem situations,designing problem tasks that evaluate students' academic competence levels,and conducting independent inquiry activities.Finally enable students to internalize knowledge into ability and literacy.