高考化学试题特点分析.doc

创新实验探究试题形式，考查学生的实验与探究能力，促进学习方式的改变Innovation experiment to explore questions form, check the students ability of experiment and explore, promote a change of learning style 实施以培养创新精神和实践能力为重点的素质教育，关键之一是改变学生的学习方式。设置探究式试题的目的在于改变学生以单纯地接受教师传授知识为主的学习方式，为其构建开放的学习环境，提供多渠道获取知识，并将学到的知识加以综合应用于实践的机会，促使他们形成积极的学习态度和良好的学习方式，培养创新精神和实践能力。因此，在近几年新课程的高考试题中，均设置了不同类型的实验探究试题。今年的特点体现在以下两点。Implementation in order to cultivate the innovative spirit and practice ability as the key point of quality education, one of the key is to change students learning styles. Set inquiry questions to change students to simply accept the teacher imparting knowledge based approach to learning, to build an open learning environment, providing multi-channel access to knowledge, and knowledge would be integrated into practice opportunities, encouraging them to form a positive learning attitude and good learning methods, cultivate the innovative spirit and practice ability. In recent years, therefore, the test of the new curriculum, set up different types of experiments to explore questions. This years characteristics embodied in the following two points. 1.创新考查物质合成实验1. The synthetic experiments examining material innovation 高考化学试题常考的物质合成制备实验通常是无机物的制备及提纯，而对于有机物的合成不是很多。最近几年开始尝试考查有机物的制备。有机物的合成具有条件苛刻、副产物多和分离提纯复杂等特点。因此，考查有机物的合成相关实验有利于考查学生精细的实验技能，引导高中开设各种类型的合成实验。例如，今年有四个省区的实验考查了有机物的合成操作及提纯，分别为浙江理综卷第28题的苯乙酮、海南化学卷第17题的1，2-二溴乙烷、新课程理综卷第28题的溴苯合成以及广东理综卷第33题的苯甲酸合成。这些实验试题考查了学生控制物质制备的实验条件以及根据副产物与目标产物性质分离提纯的基本技能。Chemistry in the college entrance examination test questions often tests of material preparation experiment is usually the preparation of inorganic synthesis and purification, and for organic synthesis. In recent years tried to investigate the preparation of organic matter. Organic synthesis has a strict separation and purification, by-products and more complex, etc. Therefore, examines relevant experiment to investigate students fine organic synthesis experiment skills, guide the high school offers various types of synthetic experiment. Has four provinces this year, for example, the experiment examines the synthetic operation and purification of organic matter, respectively, zhejiang manage all roll of 28 title of acetophenone, hainan chemical volume 17 topic 1, 2 - dibromoethane, new curriculum comprehensive volume problem of 28 bromobenzene synthesis and guangdong heald volume 33 topic of benzoic acid synthesis. These experiments test examines the student control the material preparation of the experimental conditions, and according to the nature of by-products and the target product separation and purification of the basic skills. 2.实验方案的设计与优化2. Design and optimization of experiment scheme 要求根据试题信息对问题进行合理假设，根据假设提出实验方案和实验操作步骤，并根据学过的知识预判实验过程中的现象。此类试题体现了新课程中对探究实验的最高要求，几乎涵盖了探究过程的全部8个要素，全面地考查科学探究能力。例如，安徽理综卷第28题回收铅的探究实验，广东理综卷第31题探究反应条件对反应速率的影响，福建理综卷第25题中的溶液中氯离子浓度的测定实验及四川理综卷第28题测定氨分子中氮氢原子数比的探究实验等。Requirements according to the test question information assumes that the problem in a reasonable manner, according to the hypothesis proposed experimental plan and experimental operation steps, and according to the learned knowledge to predict phenomena in the process of experiment. This paper embodies the new curriculum in the highest requirements of exploring experiments, almost covers all eight elements of inquiry process, comprehensively examines scientific inquiry ability. Anhui, for example, manage all roll of 28 title recycling lead inquiry experiment, guangdong bedding ensemble volume 31 topic to explore the influence of reaction conditions on the reaction rate, fujian principle in volume 25 topic experiment and measure the chloride ion concentration in the solution of sichuan bedding ensemble volume 28 topic determination of nitrogen in ammonia hydrogen atom ratio of inquiry experiment, etc. 四、注重考查学生的信息素养，提高自主学习的能力4, pay attention to check the students information literacy, improve the ability of autonomous learning 对学生接受、吸收、整合化学信息能力的考查，通过对实验现象、图形、模型、图表的观察以及试题提供的各种信息的阅读，获取有关的感性知识和印象，并准确提取实质性内容，形成新知识的能力，这既是对学生化学学习能力的基本要求，也是学生将来进一步学习所必需的。从信息中隐含的知识内容层次上看主要有两种。Ability to accept, absorption, integration of chemical information to the students examination, based on the experimental phenomena, graphics, models, charts, observation and reading questions provided by all kinds of information, access to relevant perceptual knowledge and impression, substantial contents, and accurately extracts ability to form new knowledge, this is the basic requirement of chemistry learning ability of students, are also necessary for students to further study in the future. Implicit knowledge from information content level there are two main types. 1.熟悉内容1. Be familiar with the content 这类信息主要包括中学范围的知识内容，例如，反应温度、熔沸点、溶解度、平衡常数（包括弱酸电离、沉淀溶解平衡）等数据信息。这些内容是中学学过的，但是数据不要求学生记忆，只要求学生会分析这些数据信息，领悟这些信息的内涵，将这些信息直接用于解答试题。此类试题在目前的高考中非常常见，几乎所有的化学试题中都涵盖此类信息。This kind of information content mainly includes the secondary range of knowledge, for example, reaction temperature, melt boiling point, solubility, equilibrium constant (including weak acid ionization, precipitate dissolve balance), such as data information. These content is studied middle school, but the data dont require students to memory, only ask students analysis these data and information, understand the connotation of the information, the information used to answer questions directly. Such questions in the present college entrance examination is very common, almost all the chemical tests covering such information. 2.陌生内容2. The new content 这部分知识内容通常没有出现在中学教学范围中，其信息的给予形式主要有以下几种。This part of the knowledge content is not generally appeared in the middle school teaching scope, the information of the given form basically has the following a few kinds. （1）文字信息。直截了当给出物质或反应的信息，要求学生获取信息本质，解决问题。例如，全国新课程理综卷第36题给出有机物的核磁共振氢谱数据，要求学生分析信息，判断有机物的结构。(1) text message. Straightforward given substance or reaction information, students are required to obtain information, to solve the problem. , for example, the new course principle of roll of 36 questions give nuclear magnetic resonance hydrogen spectrum data of the organic matter, requests the student to analyze information, determine the structure of the organic matter. （2）反应信息。常见于有机化学试题中，在题中给出陌生的反应，要求学生从中提炼出官能团反应具体的细节，并与已有的有机化学知识相结合，组成一个可解决问题的整体知识体系。例如，安徽理综卷第26题提供了羰基的亲核加成反应信息；四川理综卷第27题提供了有关光气的信息；江苏化学卷第17题提供了催化加氢、1，2-环氧化合物开环、醇的磺酰化反应等信息。这些试题要求学生阅读有机合成方案、综合分析题干信息、分析合成路线、提取反应的信息，回答相关问题，考查了学生对信息接收和处理的敏锐程度以及思维的整体性。(2) response information. Common in organic chemistry test, in the strange response given in the question, asked the students to refine the functional response of specific details, and combined with existing knowledge of organic chemistry, form a the whole knowledge system to solve the problem. Anhui, for example, Richard heald volume 26 topic provides information on the nucleophilic addition reaction of carbonyl; Sichuan bedding ensemble volume 27 topic provides information about phosgene; Jiangsu chemical volume 17 topic provides catalytic hydrogenation, 1, 2 - open loop epoxy compounds, alcohols of sulfonyl reaction and other information. These questions require students to reading scheme, comprehensive analysis of the topic information in organic synthesis, analysis, synthesis, extraction reaction information, answer questions, check the students on the degree of acute information receiving and processing as well as the holistic thinking. 考查主干、注重基础、加强综合，保证内容效度Check the trunk, pay attention to foundation, strengthen the comprehensive, ensure content validity （1）试题十分注重考查高中化学的基础知识，基本覆盖了中学化学主干知识，包括化学用语、常用计量、电解质溶液、结构性质与元素周期律、反应速率与平衡、反应能量与热化学、氧化还原与电化学、基础有机化学、无机元素化学以及基本实验操作等内容。选考模块涉及的内容几乎涵盖课程标准及考试说明规定的内容，例如，有机模块探讨有机化合物的组成、结构、性质及应用，包括反应类型、官能团及性质、结构分析方法、化合物命名及同分异构体；物质结构与性质模块试题中，涉及的内容包括原子结构与性质中的电子构型、电离能、电负性；分子结构与性质中的杂化轨道、化学键类型与性质、分子构型；晶体结构与性质中的晶体类型及密度等。(1) the paper pays attention to examine the basic knowledge of high school chemistry, basic covers the main high school chemistry knowledge, including the chemical nature of language, the structure of the commonly used measuring, electrolyte solution, and the periodic trends, the reaction rate and equilibrium, chemical reaction energy and heat, oxidation reduction and electrochemistry, organic chemical, inorganic chemical elements and basic experimental operation, etc. Almost covers the contents related to the selected test module of the curriculum standard and examination contents of rules, for example, organic module to investigate the composition, structure, properties and application of organic compounds, including the type of reaction, functional group and the nature, method of structural analysis, compound naming and isomers; Material structure and properties of module test questions, involving the contents of the include atomic structure and properties of the electron configuration, ionization energy, electronegativity; Molecular structure and properties of the hybrid orbitals, type of chemical bond and properties and molecular conformation; Crystal structure and properties of the crystal type and density, etc. （2）注重学科内综合，保证内容效度。目前高考试卷中大多数为理综形式，试卷中的化学试题数量少，只有13题左右。因此，在考试内容设置上，每道题内容上要尽可能地覆盖较多内容。这在近几年理科综合卷中化学科的选择题上尤其突出，通常将几个部分的内容编制成不同的选项，让学生判断其正确与否，扩大了考查的范围。在题数有限的情况下，尽可能多地综合考查学科内容。在非选择题中的考查内容上也体现了综合的特点，主要是将元素化合物与实验操作、溶液计算、电化学及反应速率及平衡等相结合。例如，全国新课程理综卷第26题、第27题，浙江理综卷第26题，安徽理综卷第28题，广东理综卷第32题等。(2) pay attention to the subject in comprehensive to ensure content validity. Most of the college entrance examination examination paper for ensemble forms, test the chemical test quantity is little, only about 13 items. On the contents of the test, therefore, every problem is content to cover more content as much as possible. This comprehensive volume sinochem science in recent years especially on discipline of choice, usually written into the contents of several parts of different options, let the students judge the right or not, to expand the scope of examination. In limited circumstances, comprehensive examination subject content as much as possible. In the choice of the test content is also reflects the comprehensive features, mainly is the element compound and experimental operation, solution calculation, combination of electrochemical and reaction rate and