An Analysis Of National College Entrance Examination For Biology Based On The New Curriculum

As a successful tool for screening and selecting fresher, National College Entrance Examination has aroused high concerns of almost all governments and public around the world. To fulfill the requirements of Quality Education, a new round of Curriculum Reform for high school student had been tested in Shandong, Guangdong, Hainan provinces and Ningxia Hui Autonomous Region in autumn of 2004, and had been implemented nationwide in 2010. The concepts for this reform are to enhance the scientific literacy of biology, to face to all students, to advocate exploring study, and to emphasize the connection with the real life. These concepts are not only the symbols of new curriculum, but also the guiding landmarks during the implementation of new curriculum. Did the entrance examination reflect the concept of new curriculum reform, and achieve the aims of screening and selecting function? All these questions need carefully scrutinize. This thesis aims to assess the implementing efficiency of new curriculum reform based on the Entrance Examination of biology (General Biology of Sciences) from Guangdong, Shandong, Hainan, Zhejiang and Jiangsu provinces.In this study, ability structure theory and educational measurement theory are used as the theoretical basis, and comparative approach and case study methods are used as the main tools. Comparative approach is used to explore whether the examination objectives consistent with the curriculum objectives; The aims of examinations in the issued in 2006 and 2007, Guangzhou province, were longitudinal compared to figure out whether it goes perfect; The contents of the issued by Guangdong province,2007 and the new curriculum were compared, to find out whether the examination was embodied the teaching; The topics, in the College Entrance Examination from 2007 to 2010 in Guangdong province, were longitudinal compared, mainly focused on the contents of non-choice questions, characteristics of ability test, and test of experiment exploring ability; Latitudinal comparisons were also made on the questions of entrance examination of biology (General Biology in Science) of 2010 from of Guangdong, Shandong, Hainan, Zhejiang and Jiangsu provinces. Using the method of case study, the topics were investigated in the new curriculum of College Entrance Examination of biology (General Biology in Science) from Guangdong, Shandong, Hainan, Zhejiang and Jiangsu provinces,2010, to analyze the characteristics of topics of examination under the circumstance of new curriculum, and to explore the relationship between topics of examination and the concepts of new curriculum.In this study, the major conclusions were drawn as follow:1) the topics in the examination of biology reflect the concepts of new curriculum. The topics in the entrance examination of biology reflect the concept, methods and main ideas of new curriculum in the aspects of ability requirements and knowledge test. These are helpful for the successfully implementation of new curriculum.2) The topics of biology examination embody the screening and orienting functions of college entrance examination. Ability-oriented in the College Entrance Examination was highlighted in the regions where the new curriculum applied, especially for integrated ability and experimental exploration ability. This was totally different from the previous knowledge-oriented examination, and hence, the excellent students selected from this method are not of highscore while incompetent. The examination questions under the new curriculum were also well prompted the teaching in the biology in high school. Many schools have organized training workshops for the teachers of biology, prompted the study of topics in the College Entrance Examination of biology under new curriculum, and explored the new teaching model, and so on... All these are strong impetus to the new curriculum reforms. Several suggestions were made for the Comprehensive Test of Sciences based on our study. The so called of integrated disciplines (Comprehensive) should not be limited in individual discipline, but have interdisciplinary content. We should learn some successful experiences from the overseas and improve the objectives of Comprehensive Test in Sciences, to facilitate the College Entrance Examination following the track of 'knowledge-oriented, ability-oriented and comprehensive quality-oriented'.