Contextualization Research Of Chemistry Test Questions In 2018-2022 National College Entrance Examination Of Volume Ⅱ(Volume B)

As documents on quality education and university entrance examination reform continue to be released,contextualised test questions have increasingly become a research focus for scholars.Contextualised test questions serve as a crucial means of assessing core subject literacy.It is important to understand how core subject literacy is reflected in the context of college entrance examination questions.Therefore,systematic researchon thecontextualsettings ofchemistry test questionsincollegeentranceexaminations isnecessary to clarifyexaminationobjectives,guidedailyteaching,andputcoresubjectliteracy intopractice.First,this study adopts a literature review method,which determines the research content and direction based on a reviewofdomestic and international literatureoncollegeentrance examination questions andtheir contexts.This approach provides references for defining core concepts,creating an analytical framework and dividing specific parameters.The study then adopts Yekaterina Rozhdestvenskaya’s context type theory as its analytical foundation and restructures the contextual analysis framework by combining it with contextualised chemistry test questions from college entrance examinations.This process primarily involves adjusting the specific secondary dimensions of the three primary dimensions: identification parameters,content parameters anddecoration parameters,culminating inthefinalcontextualised test question analysisframework.Basedon the contextual analysis framework,the study uses statistical research methods and comparative analyses,using graphs and tables to statistically analyse and summarise the characteristics of contextualised test questions,sources,student types developed by context,expected tasks,core subject knowledge tested by contextualised tasks,independence of problem and forms of presentation.The analysis focuses on the National Volume II(Chemistry,B Volume)from 2018 to 2022,and summarises the trends and changes of contextualised test questions in Inner Mongolia over the past five years since the introduction of the new curriculum standards.The study also uses a case analysis method to examine specific test questions.Finally,based on the contextual analysis framework for college entrance examination questions,the author offers suggestions for high school chemistry education.This study aims to provide insights for the forthcoming collegeentranceexaminationreforms,new ideas forcontextualisedsecondary school chemistry teaching,and valuablereferencesforresearchoncontextualisedtest questionsinothersubjects.