《高中化学课程标准（2017年版）》提出18个学生必做实验。必做实验有利于发展学科核心素养，对于化学教学有着重要价值。随着必做实验的教学实践，对学生必做实验学科能力发展水平的评价需求和提高必做实验教学质量的要求越来越凸显。本论文聚焦于高中化学必做实验的学科能力表现测评及教学改进开展研究。分析有关必做实验的课标要求和教材内容，构建高中化学必做实验的学科能力系统构成模型，包含学科核心知识与学科活动经验，认识角度、思路与核心素养，研究对象与问题情境，学科能力活动四个维度的关键要素。构建了学习理解、应用实践、迁移创新三个层级的必做实验学科能力表现指标体系。

基于高中生化学学科能力表现跟踪评价总测试工具，选组了必做实验的学科能力表现测试工具。筛选连续参与高一下、高二上、高二下三轮次测试的学生样本，利用单维Rasch模型，检验了必做实验的学科能力表现测试工具的质量，计算得到试题难度信息和学生能力值信息。采用“Bookmark”法划分、检验和修订了必做实验学科能力表现的五个水平层级，刻画各类学科能力活动表现的水平特征。分析参加测试的学生样本必做实验的学科能力表现现状，得出总样本必做实验的学科能力表现处于水平3，高于平均水平的学生占43%，低于平均水平的学生占27%。有8%的学生样本处于水平5，有接近35%的学生样本处于水平4，30%的学生样本处于水平3，14%的学生样本处于水平2，13%的学生样本处于水平1。基于各个区域、各个必做实验等维度进一步描述了学生必做实验的学科能力表现现状。统计得出学生样本在高一下、高二上时处于水平3，在高二上时处于水平4，学生必做实验的学科能力表现水平呈现随着课程的进程而提高的发展趋势。通过对具体学科能力表现指标达成情况的分析，发现学生在根据模型辨识有机分子碳骨架、化学键、官能团，描述原型实验步骤，关联实验现象和实验装置方面表现优异。同时存在以下薄弱问题：对必做实验的典型实验现象不熟悉，模型和装置要素之间关联不紧密，没有将必做实验的结论和原理内化为自身分析、解释、推理的依据，不能系统分析实验过程中的干扰因素和潜在的干扰因素，不能通过转化、分离、改变检验顺序等操作，设计合理的方案，实施复杂多离子和多物质体系的检验。

基于学科能力表现测试反馈的问题，针对性地提出必做实验的教学策略。以铁及其化合物的性质必做实验为例，分析学情和教学改进的重点，设计和改进教学活动，在某学校选取实验班和对比班进行了教学实验研究。通过前后测结果和学生访谈分析，证明教学后实验班学生的学科能力表现水平得到显著提升，验证了教学策略的有效性。在教学实践的基础上，总结提出必做实验的关键教学策略，包括在必做实验的教学中需要给学生完整探究实验的机会，给学生提供自主分析并排除干扰因素的机会，重视课堂上发言和互动的形式，给学生完整发言的机会，重视必做实验教学中的变量分析环节，在课堂教学中创设不同难度梯度的丰富教学情境，根据实际情况应用等。

"High School Chemistry Curriculum Standards (2017 Edition)" stipulates 18 required experiments, which are conducive to the development of the core competence of the subject and are of great value to chemistry teaching. In the practice of required experiments, there are requirements for evaluating students' competence development level of required experiments and requirements for improving the teaching quality of required experiments. This research focuses on the evaluation of chemistry competence and teaching improvement of required chemistry experiments in senior high schools. Analyze the curriculum standards and textbook texts related to required experiments, and construct a model of the chemistry competence system for high school chemistry required experiments, including core knowledge and required experiments experience, cognitive perspectives, ideas and core competence, research objects and problem situations, chemistry competence key elements of the four dimensions of activity. A chemistry competence performance indicator system is constructed at three levels: learning understanding, application practice, and transfer innovation.

Based on the total test tool for tracking and evaluating the performance of high school students' chemistry required experiments, a chemistry competence performance test tool that must be tested is selected. Screen the student samples who participated in the three rounds, and use the single-dimensional Rasch model to calculate the difficulty information of the test questions and the difficulty information of the students. The "Bookmark" is used to divide, test and revise the seven levels of the performance of the required chemistry competence and to describe the level characteristics of the performance of various chemistry competence activities. By analyzing the current situation of the chemistry competence performance of the students who participated in the test, it was concluded that the chemistry competence performance of the total sample required to do the experiment was at level 3, with 43% of the students above the average level and 27% of the students below the average level. 8% of the student sample is at level 5, nearly 35% of the student sample is at level 4, 30% of the student sample is at level 3, 14% of the student sample is at level 2, and 13% of the student sample is at level 1. Based on the dimensions of each area and each required experiments, the current situation of students' chemistry competence performance in required experiments is further described. Statistics show that the student samples are at level 3 when they are in the first and second grades of senior high school, and at level 4 when they are in the second grade. Through the analysis of the achievement of specific chemistry competence performance indicators, it is found that students have excellent performance in identifying carbon skeletons, chemical bonds, and functional groups of organic molecules based on models, describing prototype experimental procedures, and correlating experimental phenomena and experimental devices. At the same time, there are the following weak problems: unfamiliar with the typical experimental phenomena of the required experiments experiments, the relationship between the model and the device elements is not close, the conclusions and principles of the required experiments are not internalized as the basis for their own analysis, explanation, and reasoning, and the system cannot be systematically To analyze the interference factors and potential interference factors in the process of the experiment, it is not possible to design a reasonable scheme to carry out the inspection of complex multi-ion and multi-substance systems through operations such as transformation, separation, and changing the inspection sequence.

Based on the feedback from the chemistry competence performance test, the teaching strategies that must be done are put forward in a targeted manner. Taking the properties of iron and its compounds as an example, the key points of learning and teaching improvement are analyzed, and teaching activities are designed and implemented. In a school, the experimental class and the comparison class were selected to carry out the teaching experiment research. Through the analysis of test results and interviews, it is determined that the performance level of students' chemistry competence has been significantly improved after the teaching, which verifies the effectiveness of the teaching strategy. Combined with the test results and the feedback of teaching experiments, it is proposed that in the teaching of compulsory experiments, it is necessary to give students the opportunity to fully explore the experiment, to provide students with the opportunity to analyze and eliminate interference factors independently, to pay attention to the form of speech and interaction in class, to give students a complete The opportunity to speak, pay attention to the variable analysis link in the required experimental teaching, create a rich teaching situation with different difficulty gradients in the classroom teaching, and apply it according to the actual situation.