Design and Considerations for Junior High School Chemistry Academic Proficiency Examinations to Test Core Literacy of “Scientific Inquiry and Practice”
LV Yan1, LIU Wen-Bing2**
1. Department of Education Bureau of Ganyu District, Lianyungang City, Lianyungang 222100, China; 2. Department of Education Bureau of Lianyungang City, Lianyungang 222006, China
Abstract Taking question 38 from 2025 Lianyungang senior high school entrance examination (chemistry) as an example, this paper focuses on the core literacy of “scientific inquiry and practice”. It systematically analyzes the approach to designing competency-oriented test questions from aspects such as assessment requirements, contextual materials, problem tasks, presentation methods, and scoring rubrics. The analysis highlights distinctive features including a steadfast focus on competencies, a problem-oriented approach, and an emphasis on assessing abilities. Furthermore, the paper reflects on and discusses dimensions such as strengthening the educational role of experimental inquiry, enhancing students’ key competencies, and innovating question design strategies.
LV Yan, LIU Wen-Bing. Design and Considerations for Junior High School Chemistry Academic Proficiency Examinations to Test Core Literacy of “Scientific Inquiry and Practice”[J]. Chinese Journal of Chemical Education, 2025, 46(23): 27-33.
