Research On The Measurement Of Chemical Symbol Representation Ability Of High School Student

Curriculum reform puts forward the curriculum goal of cultivating students’ core literacy.The cultivating of this goal should center on all-round development of people,so that students can learn for life.As an effective thinking and cognition tool,chemical symbols can not only promote the development of students’ thinking,but also help students understand the world.The chemical symbols in the compulsory stage of high school are further expanded and deepened on the basis of junior high school chemistry.It is also the basis of the optional compulsory stage in high school.Therefore,the learning of chemical symbols in the compulsory stage is very important.This thesis combed the related literature and theories about chemical symbol representation,defined and classified chemical symbols,designed the test papers for the symbolic representation ability of high school students,and tested students’ problems in symbolic representation from the three levels of memorization-writing,connotation understanding and comprehensive application.After testing students of three high schools different levels in Tianjin,the following conclusions were obtained:On the whole,memorization-writing is obviously better than connotation understanding and comprehensive application.The mastery of memorization-writing is better,concentrated on the high-level division;The performance of students at the two levels of connotation understanding and comprehensive application is quite different,the connotation understanding is at the lower middle level,and the comprehensive application is at the upper middle level.Among them,the connection between the macro representation and the quantitative relationship of chemical symbols are not up to the passing level and are relatively poor,the students have the biggest difference in the connection between chemical symbols and micro-representation.From the perspective of correlation analysis,the level of memorization-writing is more related to the level of connotation understanding,and the comprehensive application level is similar to the level of memorization-writing and connotation understandingFrom the perspective of differences,the symbolic representation ability is consistent with the students’ academic level.And there are significant differences in the levels of memorization-writing,connotation understanding,comprehensive application.In the study of gender differences,girls are better than boys,but there is no significant differencesAfter factor analysis,it can extract 5 factors that have the greatest impact on the student’s ability to represent chemical symbols.The ability of memorization-writing,the dual connection ability of chemical symbolic representation,macroscopic representation and microscopic representation have the greatest impact.The ability to connect chemical symbolic representation and micro-representation,the single connection ability of chemical symbolic representation and macroscopic or microscopic representation are second.The comprehensive application capability has the least impact.From the qualitative analysis of the volumetric answers,the following conclusions can be drawn: with the increase of the complexity of chemical symbols,the students’ memorizationwriting ability declines,especially the symbolic writing of the microstructure of matter.In terms of connotation understanding;students do not understand the meaning of macro and micro representations;it is easy to answer questions from the perspective of symbols;they tend to use language to describe micro changes;it is difficult for students to form a structured understanding of macro properties from chemical symbols.From the analysis of teacher interviews,it can be seen that front-line teachers agree with the triple representation in concept,and they can also be consciously integrated in practice;teaching methods,experimental methods,practice consolidation methods,multimedia-assisted methods and model methods are the most commonly used teaching methods when teaching chemical symbols.According to the characteristics of chemical symbols,the use of rhythm and humorous sentences,classification,comparison,and disassembly methods are also choices of many teachers.Individual teachers can combine contextual teaching,chemical history and knowledge of chemical symbols.