Characteristics of “Scientific Thinking” in the Science Popularization Reading Questions in the Senior High School Entrance Examination
JIANG Wei1,2**, YANG Zhi-Wei3,4, DENG Yang4
1. Wuhan Hongshan High School, Wuhan 430074, China; 2. Wuhan Hongshan District Academy of Educational Sciences, Wuhan 430070, China; 3. Wuhan Zhuodaoquan Middle School Zhangjiawan Branch, Wuhan 430070, China; 4. Institute of Chemistry Education, Central China Normal University, Wuhan 430079, China
Abstract In recent years, science popularization reading questions have become a hot topic in the reform of senior high school entrance examination questions. In order to analyze the characteristics of the core literacy of “scientific thinking” in the science popularization reading of chemistry in senior high school entrance examination, based on SOLO theory and Bloom’s target classification theory, the literacy of “scientific thinking” is further deconstructed into four elements: “single point thinking level” “multi-point thinking level” “related thinking level” and “abstract thinking level”. On this basis, the analysis framework of science popularization reading questions from the perspective of “scientific thinking” is constructed. Taking the science popularization reading questions in the 2023 national senior high school entrance examination as the research object, this paper summarizes the characteristics and rules of the examination, and then puts forward relevant suggestions for improving chemistry teaching.
JIANG Wei, YANG Zhi-Wei, DENG Yang. Characteristics of “Scientific Thinking” in the Science Popularization Reading Questions in the Senior High School Entrance Examination[J]. Chinese Journal of Chemical Education, 2024, 45(17): 22-29.
