Abstract Through a comparative analysis of five sets of multiple-choice questions, this study examines the differences between knowledge-oriented and competency-oriented multiple-choice questions in terms of assessment objectives, question characteristics, and cognitive demands. It proposes tailored ideas for designing competency-oriented multiple-choice questions and offers instructional guidance. Building on this, three core strategies to avoid mechanical memorization are established: (1) assessing cognitive transfer ability in authentic contexts, (2) promoting explicit expression of disciplinary thinking through problem design, and (3) achieving structured integration of subject knowledge.
GENG Zhi-Qin. Preparing Strategies and Practices of Competency-Oriented Multiple-Choice Questions in Junior High School Chemistry[J]. Chinese Journal of Chemical Education, 2026, 47(3): 28-34.
