Chemistry exercises assessment class need to pay attention to what problems

Test paper evaluation is an important part of classroom teaching in the review stage of senior chemistry. Positive and efficient chemistry paper evaluation can not only correct the students' wrong knowledge and understanding of certain knowledge points in the usual chemistry study, but also standardize the problem solving, skillful techniques, checking and making up for the shortcomings, and at the same time, can also develop students' thinking, improve students' comprehensive ability to analyze and solve problems.

The current stage of chemistry review, the prevailing phenomenon is that teachers tend to put a lot of energy into the study of the thematic review class, while ignoring the design and planning of the test paper evaluation class. Subjectively, the utilitarian color is heavy, always think that the test paper students have been examined, the score has been determined, the test paper evaluation class design is wonderful, but also can not change the score of the student examination. Can not fully realize the importance of high-quality paper evaluation class to strengthen the effect of review, improve the quality of review, more often than not just go through the motions, the teacher to do the process of "stuffed" to the students. Objectively, relative to the thematic review class, the preparation of the test paper evaluation class needs to invest more time and energy, especially to carefully design a high-quality test paper evaluation class. At the same time, due to the usual less attention to the study of this type of class, for the construction of teaching ideas, teaching process design, choice of teaching methods, teaching activities, and a series of problems in the chemistry paper evaluation class, the teachers themselves also feel a little confused. Many subjective and objective reasons lead to the actual teaching of chemistry paper evaluation class "efficient and wonderful" not much, "inefficient and boring" quite a lot: some teachers do not focus on the class, everything, from the first detailed analysis to the last question, the teacher said head to head, students listen to the typical boring. Students listen to tasteless, typical "full irrigation"; some teachers do not have adequate preparation before class, into the classroom to pick up the paper on the speech, no target, open-mouthed, where the thought of where to talk about, where to talk about where to count, a lesson down, the students and teachers do not know what to say, typical of the "goat type". "sheep type"; some teachers class lessons just slapdash on the correct answer, do not talk about the idea of solving problems, methods and techniques, the students know what is, but can not understand why, seriously impede the development of students' creative thinking, the typical "duck"! "

This is the first time that I've ever seen a student in the world.

So how can we improve the effectiveness of chemistry paper evaluation class? In this regard, the author combined with their own teaching practice and our teaching and research group in the usual teaching treatment, to talk about a few experiences:

An integrated analysis, fully prepared

Chemistry paper evaluation class should have a clear purpose and relevance, which requires the teacher to invest a lot of energy to do a full preparation in order to accurately grasp the students in the process of exams to expose the knowledge, ability, and thinking Deficiencies in knowledge, ability and thinking exposed by students in the examination process. Chemistry test paper evaluation class of the preparatory work before the class is mainly to do the paper, reading, statistics and so on.

Each time the student exams at the same time, first of all, I myself will be careful to do a complete test paper, through the test paper, to understand the test paper in the examination of the main knowledge points and their ability to students, the degree of difficulty of the proposition, the structure of the test paper and the proportion of various types of questions, the open question multiple answers, etc., and at the same time, to predict that the students may appear in the error.

Secondly, we should carefully and timely review the test papers, and in the process of reviewing the papers, we should have a comprehensive understanding of the students' answers. Attention to find students answering questions in the existence of *** sexual problems, analyze the causes of the problem, focusing on students in which knowledge and ability is not in place, to identify the gap between the current situation of the students and the objectives of the course, the assessment can be the right medicine.

At the same time, we also need to do a good job of test paper statistics, statistics, I mainly do the following aspects: paper score statistics, including the highest score, the lowest score, the average score and the score rate of each question; the distribution of knowledge points and score rate statistics; the type of student error statistics, including the basic knowledge (such as: basic concepts are not clear, the basic principles of the basic principles of not understanding, experimental skills are not mastered, the two basics of literacy is not secure, etc.), Ability factors (eg: can not read the question or review the question is not clear, will not analyze the problem or analyze the problem is not in place, inaccurate language expression, poor computational ability, etc.),, problem solving skills (eg: answer the question is not standardized, the paper surface is not neat, chemical terminology is not scientific, etc.), clinical psychological factors, etc., this part of the statistics I tend to design a questionnaire in the form of the form of the students to complete, not only to help themselves to reduce the burden of work and the statistics when the This not only helps to reduce the workload and statistical omissions, bias, but also helps students to find out where the problem lies and do a good job of self-analysis. At the same time, the students answer questions with high error rates, typical wrong answers and creative solutions, make the necessary records. Statistics is a difficult and complex but essential work, through statistics, teachers can roughly understand the students' mastery of each type of knowledge, in order to determine the focus and difficulty of the assessment.

Second, pay attention to the strategy, carefully designed

An efficient chemistry paper evaluation, in addition to the teacher's pre-course in-depth analysis of the content of the test questions, a comprehensive grasp of the student's answers, but also pay attention to a certain teaching strategy, and at the same time, the content of the classroom teaching is carefully designed.

1, the evaluation of the test paper to be timely

After each examination, students are eager to know their own scores as well as their own answer to the process of some fuzzy or even confused about the exact answer to the question, this time, their motivation to learn, the desire to know the most intense, the evaluation of the test paper so that it has to play a role in strengthening the function of the material basis. Therefore, the assessment of test papers should highlight the timeliness, in order to make full use of the students' memory of the problem in the mind, timely correction of errors, and improve the effect of the assessment class, preferably within 1-3 days after the completion of the examination. Otherwise, a long time, the students on the existence of the problem gradually fade or even forgotten, the effect will also be greatly reduced.

2, paper evaluation should be focused

Test paper evaluation generally does not focus on the systematic nature of knowledge, but to emphasize its relevance. Test paper evaluation need not and can not be all-encompassing, all-encompassing consequences is a waste of class time, can not take care of all students, and should focus on solving some of the more prominent problems, to the students of the answer to the problem of guidance, while deepening the content of the test paper examined. With detailed statistics before the class, it is not difficult to find students in the existence of typical errors, the teacher should be "classified" and "attribution" of these problems, in order to touch on the form of analogies, such as focusing on the analysis of the explanation. The analysis of the content of the test paper in the process of assessment should not only stay in the explanation of the knowledge points, but also pay more attention to improve the ability. Focus on guiding students to summarize their own analysis of the reasons for the error: the basic concepts of chemistry, the principle of unclear, or careless review; chemical terminology writing errors or lack of expression; is not standardized format or psychological tension and so on. Teachers should be assessed for the specific reality of the students, pay attention to problem-solving ideas, problem-solving methods and problem-solving skills of the guidance, highlighting the students' ability to review the problem, the ability to analyze and solve problems, the language expression ability, knowledge transfer ability training.

3, paper evaluation to expand

Senior chemistry chapters embodied in the college entrance examination in the main knowledge is relatively stable, while the different exams of the test questions but continue to develop, the main reason is subject to the level of the examination, the examination time and other factors such as the limitations of the test paper can not be involved in the entirety of the knowledge, the proposers are often through the change of the subject matter, the angle, the question of the conditions and the way to ask questions to bring the surface to the point, and so on. The questioner often changes the meaning of the question, angle, question set conditions and ask questions, etc., in order to test the students' knowledge and ability to the surface. Obviously, it is not desirable for teachers to comment on the mistakes and questions in the evaluation of test papers. Teachers should stand in a higher perspective to examine the question, the topic of knowledge to the breadth and depth of the extension, expansion, as far as possible to build a wide range of links between the knowledge from the "point", the "surface" to bring out the presentation to students. Can also be involved in the original question of the knowledge to the multi-faceted, wide-angle reasonable dispersion, transformation, triggering the positivity of the problem solving, expanding the space of students' thinking, and cultivate the acuity of students' thinking.

4, paper evaluation to give full play to the main role of students

The new curriculum to "all for the development of each student" for the highest purpose and core concepts, the new basic education is "human development-oriented" education. Chemistry paper evaluation class should also reflect this core concept. My usual practice is to do a good job of statistical analysis of test papers in advance of the test papers to be assessed to the students, so that the students themselves first independent correction. During the period to encourage students to communicate with each other, especially the requirements of some chemistry students with good grades to take the initiative to help other students, not only to improve their own thinking, problem solving speed, but also to play a "teaching assistant" advantage, to help the teacher to reduce the burden of some appropriate.

Three, highlighting the consolidation, focus on reflection

The vast majority of the problems reflected in the test paper are students' weaknesses, most of which are also teaching difficulties and priorities, through a teacher's evaluation, students are unlikely to fully grasp. Therefore, after the evaluation of the test paper, teachers should also pay attention to collecting feedback from students. For this reason, my usual practice is: before each session of the test paper evaluation class, for this session of the evaluation of the content of the important and difficult points and the students to answer the question of the design of a certain amount of variations of the training questions, in the test paper after the evaluation of the students independently, in order to achieve the repeated reinforcement of the knowledge learned, to help the students to digest the evaluation of the content in a timely manner, the solid evaluation of the results of the purpose.

For some students, the phenomenon of "doing it wrong, listening to it and understanding it, and then doing it wrong again", I found through exchanges with students: the lack of independent reflection on the problem-solving activities is the main reason for this phenomenon. For this reason, after the test paper evaluation class, I require students to extract their typical problems in the wrong question set, indicating the correct answer and a brief solution to the problem. At the same time to guide students to do "after the question summary" and "after the question reflection" (the right side of the wrong set of special white space for recording). Reflection mainly includes: reflection on the knowledge points involved in the wrong questions, the same knowledge points can also be presented in what form and test, compared with similar test questions and exercises done to summarize; on the use of the method of solving the problem, problem-solving skills reflection, especially some key questions whether there are other ways to solve the problem? For many different methods of solving, which method is better? What is the general idea of solving the same type of questions? Is there any pattern in the solution methods used? Through this kind of reflection, to further strengthen the ability to solve problems, improve the efficiency of problem solving; reflection on the reasons for the error, whether it is the knowledge defects, lack of ability or the influence of non-intellectual factors (such as the answer method, writing specifications, the psychological control of the test, the reasonable arrangement of time to answer the question, etc.), and timely organization, in order to improve the ability to distinguish between right and wrong. Without reflection, there is no accumulation, no sublimation; happy to reflect, good reflection in order to assimilate and deepen the understanding of the problem, improve the efficiency of the solution.

In short, to do a good job in chemistry paper evaluation class, teachers should make more efforts in the above three aspects, so that students in the knowledge, ability, methodology, emotion and other aspects of the training and improvement, to obtain a real development.