| Education has been endowed with a new mission in the new era.The cultivation of new people in the era requires "enlightening wisdom,moistening the heart,and nurturing the soul via cultivation." Not only should we acquire knowledge,but also cultivate moral integrity,As well as certain abilities and qualities.At the end of the20 th century,China’s basic education reform and development goals have begun to shift from focusing on knowledge to emphasizing ability and fostering literacy.In recent years,with the proposal of documents such as the "Opinions of the Ministry of Education on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Building Morality and Cultivating People",the educational community has set off a wave of core literacy research.But today,the current situation of quality education is still not optimistic.In this context,based on Bloom’s educational goal taxonomy and other theories,this paper constructs an analytical framework and analyzes the current situation of the examination of chemical key competencies in the college entrance examination,and obtains teaching inspiration from it to guide teaching practice.The main research contents are as follows:First,the literature review on key capabilities at home and abroad will be presented.Foreign research has gradually developed from the initial vocational attributes of key competencies to disciplinary education,lifelong learning,and other directions.Domestic research mainly focused on ontological exploration,exploration,measurement,and evaluation of key competencies in the chemistry discipline during the teaching process.Second,establishing a framework for the examination of key competencies in chemistry.The dimensions and level division of the examination framework,including chemical experiment and exploration abilities,evidence reasoning and demonstration abilities,stoichiometry and calculation abilities,chemical representation abilities,model construction and cognitive abilities,are established through literature reviews,questionnaire surveys,and interview surveys.Then,sample analysis was conducted on the 2017 National College Entrance Examination Chemistry Volume I test questions,and data were obtained to test the reliability and validity.Third,the current situation of the key ability examination of college entrance examination questions will be analyzed in the past five years.Using the examination framework,we analyzed the subjective questions in the 2018 to 2020 National College Entrance Examination Chemistry Volume I,2021,and 2022 National College Entrance Examination Volume B,and obtained data on the key competencies of the subjective questions in the past five years.The statistical results show that the hierarchical structure and score structure of the key competency assessment level in the past five years all present an inverted U-shape,with the number of times and score of the intermediate level being higher.Secondly,there are more frequency and scores of basic ability level tests.In addition,the scores of the five key competency tests in the past five years are relatively close.Finally,the content requirements for each ability’s high-level level involving the thinking stage of each ability are located at a high-level level.Evidence reasoning and argumentation abilities,model construction,and cognitive abilities are all categories of abilities related to chemical thinking tests,and both abilities are tested on a large number of high-level thinking tests.To sum up,the conclusions of the study are as follows: Firstly,college entrance examination questions always focus on the development of basic abilities.At the same time,the hierarchical structure of the key competency examination level is reasonable,and there is a degree of differentiation that can distinguish students at different levels,demonstrating the selection function that college entrance examination questions should have.Secondly,the college entrance examination questions always advocate the combination of multiple key competencies,and the five key competencies all work together,none of which is indispensable.Moreover,multiple examination questions involve the joint examination of various competencies,and it is necessary to integrate various key competencies to jointly solve problems.Finally,the college entrance examination questions always attach importance to the examination of thinking ability,and the higher levels of each ability involve the participation of thinking activities.Evidence reasoning and argumentation ability is the second highest in the frequency and score of the examination,while model construction and cognitive ability are also one of the key abilities in the key examination. |
