From 65438 to 0997, the American Chemical Society published Chemistry in National Science Education Standards, which provided some preliminary suggestions for chemistry teachers. The United States attaches great importance to evaluation in basic chemistry education. Generally, American students have only one middle school chemistry exam every year, which is alternately conducted by formative test and sexual orientation test. It is used to check the students' usual learning situation and make up lessons for students with poor grades, but the grades are not used as the basis for selection. In order to avoid the memory of students' models, the chemical test questions that need quantitative calculation put the required chemical formula and some chemical constants in front, which is convenient for students to check and use. There are many subjective questions in the test questions. Moreover, in the usual chemistry study, teachers attach great importance to the practical ability of middle school students, and often pay little attention to grades. Because the American college entrance examination is an aptitude test, it mainly examines language ability, mathematics ability and understanding of science. This kind of examination has flexible topics and examines students' basic ability, so it has little influence on chemistry teaching, and the examination results are for reference only.
In our country's basic chemistry education, examination is not a means we often say, but an end. Examination becomes the only criterion to evaluate the effect of students' learning chemistry. Due to the influence of junior and senior high school entrance examinations, there are many selective examinations and large and small examinations in our education system, including formative examinations, summative examinations and evaluative examinations, and chemistry is no exception. Teachers, parents and students pay special attention to the chemistry examination, which focuses on the basic knowledge of chemistry and is closely combined with the chemistry syllabus and teaching materials, so that teachers can teach students to learn chemistry according to the evidence and serve the chemistry examination. Examination has become a powerful baton, which has seriously hindered the development of chemistry education.
In today's all-round promotion of quality education, in view of the disadvantages of the above-mentioned chemical education examination evaluation and drawing lessons from foreign advanced educational evaluation concepts, we should reform the current examination from the following points:
"Replacing some test questions with topics", there should be more subjective chemistry test questions in the exam. The students' academic performance in chemistry is not only determined by the closed written test, but also includes students' free choice of chemistry topics related to the teaching content under the guidance of teachers. The scores written in research-based learning and chemistry essays also account for a certain proportion.
"Open and situational test questions". Open chemistry test questions refer to the open conditions of the test questions (the problem-solving conditions are insufficient or redundant, which need students to consult reference books to make up for, and the redundant ones require students to think and delete them) and the open content (the background materials of the test questions are not all from textbooks, which can go beyond textbooks, such as social and life problems faced by students), but they can be understood by students' existing knowledge. The thinking process is open (it can spread along different thinking paths, which is conducive to students' independent opinions and personal decisions) and the conclusion is open (it can be the same conclusion or different conclusions). Only one of them is open, which can be called an open test. The development of open-ended examination questions can effectively provide students with opportunities to develop their personal talents freely, which is very beneficial to cultivate their innovative spirit and innovative thinking ability. Situational test questions first provide certain situational background materials, requiring students to think about their own needs and solve problems on the premise of fully occupying the background materials.
Compilation of Comprehensive and Evaluation Test Questions. According to Bloom's classification of cognitive education objectives, the learning level of chemical knowledge objectives is three levels, of which only "comprehensive" and "evaluation" teaching objectives have innovative requirements for students. Synthesis often requires students to put forward plans and schemes to solve problems, while evaluation requires students to put forward standards to judge the value of things (especially standards based on external standards), which also requires students to have innovative spirit. In the evaluation of chemistry teaching, many comprehensive and evaluative questions will inevitably promote the development of students' innovative spirit and innovative thinking.
Challenges faced by chemistry education of intransitive verbs
Chemistry education in the United States is changing, and the change of curriculum content is to pay more attention to interdisciplinary, comprehensive and applied courses. The change of teaching method is from teacher-centered to student-centered. The National Science Foundation of the United States supports chemistry education and chemistry teaching research at all levels. A person in charge of the education program pointed out that the current chemistry education in the United States should provide higher quality education; Reduce costs; Establish clear goals; Enter the stage of social activities and play an important role in the reform of middle school education.
Chemistry education in China is also changing, precisely because it faces many challenges. First of all, chemistry teaching is repositioned. The overall goal of chemistry education is to train qualified citizens, and the specific goal will be "functional" in order to train talents for 2 1 century to promote sustainable development. Secondly, the reform of chemistry curriculum and content, the new round of curriculum reform just illustrates this point. Third, the modernization of educational technology. Fourth, the construction of chemistry teachers. Fifth, reform chemistry education and teaching methods. Sixth, the reform of chemistry teaching evaluation method. The last point is the generalization and deepening of chemical education research.
Looking forward to the 2 1 century, it is a long way for every chemistry educator to look at the world and keep up with the world's advanced trends. We should strengthen the sense of historical mission of rejuvenating the country through science and education, seize the opportunity, keep up with the world trend, and strive to make applied contributions to the revitalization and development of chemistry education in China in the 2 1 century.