Statistical Analysis And Review Teaching Strategies Of Chemical Process Problems In College Entrance Examination

Chemistry examination of the college entrance examination tests the necessary knowledge,the key ability and the chemistry core accomplishment.The chemical process questions take the real chemical production process as the scene material and they test students’ ability to read and organize information from large amount of hidden information.The ability of students using basic knowledge and principles to solve practical problems is tested with the characteristics of wide coverage and comprehensiveness.The key abilities are tested while highlighting the test of the core quality of chemistry.Therefore,chemical process questions has unique proposition value and research value.This research used literature research,statistical analysis,interview and other methods.The university entrance exam questions of chemical process is as the research object.Sorting,statistics and analysis from the exam score,quantity,examination content,examination ability,examines the core quality,the corresponding conclusions and trend of chemical process problem for entrance examination are reached.They can provide some theoretical basis for high school chemistry teaching and teachers.In view of the current teaching situation of chemical process questions such as the trend,test ability,student barriers,teaching strategies and other aspects,interviews with senior high school teachers from two schools were conducted.Combined with the results of the interview records and analysis and the current teaching situation in high schools,this paper puts forward targeted teaching strategies.The teaching practice research is carried out in the school where author work,and the teaching strategies proposed in this study are used to teach experimental classes.The effectiveness and practicability of the teaching strategy are demonstrated,which provides some reference for the special review teaching of chemical process in senior high school.There are seven parts in this study.The first part is introduction and the research ideas,research literature,research methods have been expound.The second part is the theoretical basis of chemistry discipline accomplishment and Babanski teaching process optimization theory.And the three theories are respectively elaborated.The third part is an overview of the research on the chemical process questions,explaining the concept,the characteristics,types,test ability of the test and so on.The fourth part is statistics and analysis of the college entrance examination chemical process.It is divided into two parts.The first part statistically analyzed the chemistry test papers from 2018 to 2020 in the aspects of score,quantity,examination content,capability and core literacy in terms of chemical process.The second part statistically analyzed the chemistry test papers in Beijing,Tianjin,Shandong and Hainan in 2020 in the aspect of core chemistry literacy in terms of chemical process.The fifth part was the research on the current teaching status and strategies of chemical process questions.After interviewing with high school teachers and conducting questionnaires with students on the current teaching of chemical process questions,the author analyzed the interview records,obtained the current teaching status and proposed six teaching strategies.The sixth part demonstrated the practicability and effectiveness of the teaching strategies proposed in this paper to solve the chemical process questions through teaching practice.The seventh part is the conclusion and prospect,including the research results display,research enlightenment,research shortcomings and research prospects.