A Study On The Situational Questions Of Senior Biology

The teaching evaluation changes with the implementation of the new curriculum reforms.The latest biology teaching reform is mainly focuses on students' biological key competence,and the relative examination and evaluation is changed to pay more attention to the connection with the real world,emphasizing the evaluation of students'biological key competence.The situational questions are a type of questions that are ingeniously integrated into the real situation materials.Students need to solve this problem through thinking and solving problems.In this process,students should not only mobilize the knowledge they have learned,but also use scientific thinking methods to interpret materials,analyze problems and explore.Therefore,the situational questions can achieve the purpose of checking students' biological key competence.However,there are few related studies on the situational questions,how to design such questions is an urgent problem.This thesis through literature review to combs the related literature of situational questions and it's design,and preliminarily grasps the present situation of the situational questions.And then,a specific study on the situational questions of senior biology has been carried out:Firstly,the author selects the situational questions in the PISA scientific test and the college entrance examination after the combining of the literature research and the case study,and then,analyzing the characteristics of the two types of test questions from four aspects of the overall presentation form,the situation content,the situation source and the answer evaluation,and summarize the advantages and disadvantages of them.From which this thesis drawing the inspiration of situational questions.Secondly,this thesis probes into the principle the process of the situational questions' design,and then,based on the part dimension and level of the biological key competence and the framework of situational classification index,selects the part of the knowledge points in the three compulsory teaching materials of high school biology as the examination points,and five situational questions were made,which were the "Invasion of Chrysanthemum","species diversity","honey","cowpea seedling growth "and "Charcot-Marie-Tooth disease".Thirdly,the author tests the quality of the situational questions from the qualitative and quantitative angles.In the qualitative aspect,the content validity of the test questions is tested by the expert consultation method,the test questions are modified.In the quantitative aspect,the Rasch model is used to analyze the actual test results.Through this study,the following conclusions are drawn:Firstly,when setting up the situational questions,refining the situation type,using a variety of problem groups,setting the objective and real situation,adopting a diversified evaluation method.Secondly,in order to improve the quality of the situational questions,we can select expert consultation,Rasch model test and other reasonable methods to analyze the test questions.Thirdly,the actual test results show that most of the test questions had a high degree of matching with the model,and had a better discrimination effect on the core qualities of students' biological disciplines.It shows that the situational questions are suitable for testing students' biological key competence.In addition,the author points out the notices in the process of setting up a situational question at the end of this thesis,hoping to improve the propositional quality of the situational questions and provide some reference for the teacher's proposition work.