Reflection on Changes of Question Context of Chemistry in College Entrance Examination in China Since the Reform and Opening-Up
YANG Ji-Dong1**, YU Sha1,2, WANG Hou-Xiong3
1. College of Chemistry and Chemical Engineering, Hunan Normal University, Changsha 410081, China; 2. Renjialu Middle School,Wuhan 430081, China; 3. College of Teacher’s Education, Central China Normal University, Wuhan 430079, China
Abstract This paper constructs an analysis framework of problem context, involving the facticity, type and function of contexts. Content analysis method is used to analyze the changes of question contexts in chemistry questions in college entrance examination since 1978, which can be classified into three stages: embryonic period (1978-1991), transition period (1992-2011) and development period (2012present). The research findings are as follows: (1) the facticity of problem contexts is becoming higher and higher, and the context has changed from without-context and constructed context to quasi-real context and real context; (2) the types of problem contexts become more and more diversified, from the absolute dominance of scientific context to scientific context and social context, and match the personal context;(3) the function of problem context has changed from middle-level context to middle-level context, supplemented by low and high level. These results show that since the reform and opening-up, the quality of the chemistry questions in China’s college entrance examination is getting higher and higher, and the requirements for students of the chemistry questions in college entrance examination are getting higher and higher.
YANG Ji-Dong, YU Sha, WANG Hou-Xiong. Reflection on Changes of Question Context of Chemistry in College Entrance Examination in China Since the Reform and Opening-Up[J]. Chinese Journal of Chemical Education, 2023, 44(21): 15-22.
