Research On The Development And Application Of The Evaluation Tool Of "Scientific Attitude And Social Responsibility Literacy" In High School Chemistry

Under the background of the new round of curriculum reforms,the core literacy of Chinese students with the core of "all-round development of people" has received widespread attention,and to further establish the inner connection between core literacy and teaching,each discipline has condensed the core literacy of the subject based on the nature of the discipline."Scientific Attitude and Social Responsibility" as one of the "core literacy of chemistry",reveals the higher-level value pursuit of chemistry learning,and is an important manifestation of the integral education function of chemistry courses.The development of students' literacy needs to be diagnosed with the help of certain evaluation methods in order to further enhance the effectiveness of the cultivation of core literacy in the teaching practice.Therefore,this research is based on the description of "Scientific Attitude and Social Responsibility" in the "General High School Chemistry Curriculum Standards(2017 Edition 2020 Revision)"(hereinafter referred to as the "New Curriculum Standards"),combined with existing research foundations to develop evaluation tools and explore the status quo of high school chemistry "scientific attitude and social responsibility" literacy.The first and second chapters introduce the research background of this article,and analyze the existing literature around the "scientific attitude","social responsibility" and"scientific attitude and social responsibility" literacy to clarify the research content,ideas and methods.Then the research analyzes and defines related core concepts such as"Scientific Attitude","Social Responsibility","Core Literacy of Chemistry","Scientific Attitude and Social Responsibility Literacy",etc.,and sorts out the item response theory and the theory of zone of proximal development involved in this research.The third and fourth chapters mainly introduce the development,optimization,application and research results of the evaluation tool of "Scientific Attitude and Social Responsibility Literacy" in High School Chemistry.This research deconstructs the"scientific attitude and social responsibility" literacy of high school chemistry into four dimensions:"value perception","safety and environmental awareness","rational assessment" and "problem solving",and carries out the literacy level according to the requirements of the new curriculum standard to construct literacy evaluation framework and develop literacy evaluation tools.After that,according to the requirements of the Rasch model,the developed evaluation tool was revised,and finally a high-quality high school chemistry "scientific attitude and social responsibility" literacy evaluation tool was formed.Conducted the evaluation tool of "Scientific Attitude and Social Responsibility Literacy"in High School Chemistry for 421 students from different regions such as Wuhan,Guangzhou,and Fuyang,and the results of the research are as follows:(1)On the whole,the current high school chemistry "scientific attitude and social responsibility" literacy level of students is mainly concentrated in level 2 and level 3,but the number of people reaching level 4 is relatively small.(2)It shows that the development in all dimensions of literacy is uneven,and the performance of the two literacy dimensions of "rational evaluation" and "problem solving" needs to be improved urgently.(3)The research found that the current performance of males in high school chemistry "scientific attitude and social responsibility" literacy level and all dimensions is slightly better than that of the female group,but there is no significant difference overall.(4)The performance of high school chemistry "scientific attitude and social responsibility" literacy performance will be affected by school factors.(5)The performance of high school chemistry "scientific attitude and social responsibility" literacy performance is related to academic performance,and the two are basically positively correlated.(6)The three variables of gender,school,and academic performance,as well as between the three variables,interact to a certain extent on the performance of high school chemistry "scientific attitude and social responsibility" literacy,but statistics show that the overall interaction between the variables is not significant.Based on the above research results,this research focuses on the development of various dimensions of high school chemistry "scientific attitude and social responsibility"literacy,proposing teaching suggestions from the aspects of meticulously organizing the course guidance,focusing on experimental activities,introducing chemistry historical materials in a timely manner,realizing practical exploration,and creating reasonable exercise scenarios,so as to provide a certain reference for promoting the development of students' high school chemistry "scientific attitude and social responsibility" literacy.