Research On The Construction Of A Chemistry Learning Situation Analysis Model Based On The Integration Of "teaching, Learning And Evaluation

In the course of the new curriculum reform,the concept of "life-based" is deeply rooted in people’s hearts.Under the background of the integration of "teaching,learning and evaluation",it fully shows the link role of learning situation analysis.While paying attention to the development of students’ core qualities,how to explore the real situation of students is also particularly important.But the current analysis of learning situation is lack of reasonable basis,only based on the subjective experience of teachers does not have a high scientific.Therefore,it is of great significance to construct a chemical analysis model that reflects "starting from the end".Guided by the new curriculum concept,this study extracted the key elements of chemical analysis through the literature analysis of learning analysis,the integration of "teaching,learning and evaluation" and the teaching design with the end as the beginning,and preliminatively established each dimension of chemical analysis model through the questionnaire of first-line chemistry teachers.On this basis,several experts were consulted with Delphi questionnaire,and the final chemical analysis model was constructed.The model covers cognitive factors,non-cognitive factors,learning disabilities and learning differences.Among them,learning disabilities and learning differences are evidence-based results as elements of learning situation analysis,and are an indispensable part of learning situation analysis model.Cognitive factors include knowledge and ability,methods and ideas;Non-cognitive factors include psychological and life state,learning beliefs and growth thinking,learning style,learning motivation and interest,learning methods and habits,social responsibility and values.The learning disabilities are divided into the obstacle of connecting old and new knowledge,the obstacle of conflict with existing experience,the obstacle of transfer and application,the obstacle of expressing professional terms,and the obstacle of practical operation.Students’ learning difference includes cognitive difference and non-cognitive difference,covering many elements of cognitive and non-cognitive factors.After in-depth analysis of the cognitive and non-cognitive status quo of students,we will trace the root causes,clarify the learning obstacles that students need to overcome,pay attention to the learning differences of students,grasp the development trajectory of students,and implement effective teaching.In order to make the chemical situation analysis model more scientific and operable,based on the evidence-based education theory,an evidence-based navigation list and application suggestions for the exploration methods of each element in the chemical situation analysis model were built.In order to implement the core quality education of students and promote the overall development of students to build a solid bridge.Through the construction of the chemical analysis model,the current situation of emphasizing subjective experience analysis because there is no basis for analysis of learning situation can be improved,which can effectively provide reference mode and operational path for front-line teachers of learning situation analysis,so as to achieve the purpose of accurate analysis of learning situation,accurate grasp of effective teaching starting point and improve teaching efficiency.In the integrated teaching process of "teaching,learning and evaluation",it begins with the end and continues to escort the all-round development of students.