Abstract Under the epidemic situation, the teaching effect of online teaching has attracted much attention. This article takes the online teaching of chemistry teacher X in Shanghai “air class” as an example, adopts the SEC alignment analysis mode, and analyzes the alignment between questions and curriculum standards from the perspective of “evidential reasoning and model cognition”. The research finds that: (1) Generally speaking, there is a good alignment between teacher X's questions and the literacies proposed by the curriculum standards; (2) There isn't a good alignment on the level of evidential reasoning literacy, but there is a good alignment on the level of model cognition between Teacher X's questions and the curriculum standards; (3) More questions are required that based on concrete evidences or models, and fewer questions are required that based on abstract evidence in Teacher X' class than those in the curriculum standard; (4) From the level of literacy, there are more question with low literacy level and fewer questions with high literacy levels than the curriculum standards; (5) This deviations are mainly influenced by online teaching, examination requirements, teachers' understanding of curriculum standards, and so on.
SHEN Dian, ZHU Xu-Yang. Alignment Analysis of Questions for Online Teaching and Curriculum Standards in Chemistry of Senior High School:Case Study of “Air Class” in Shanghai[J]. Chinese Journal of Chemical Education, 2022, 43(15): 79-86.
