The Analysis And Research On Students’ Concept Of Life Reflected By The Biology College Entrance Examination Questions

The Ministry of Education clearly pointed out in the "Biology Curriculum Standards for Senior High Schools(2017 Edition)" that the biology teaching in the senior high schools should focus on students’ adaptation to the future social development and their individual life.It aims to enhance the students’ core all-round qualities in terms of the life concept,the scientific thinking ability,the scientific exploration and the social responsibility.The concept of life should be closely and directly penetrated in the biology teaching activities,which can help students understand or explain the biology-related events and phenomena.As the college examination has a great impact on the biology teaching in middle school,the related questions not only examine the students’ different levels of the life concepts,but also evaluate their rational thinking and scientific inquiry,with a purpose of testing and developing students’ core biological accomplishments.Therefore,this paper,taking the National Biology College Entrance Examination questions from 2017 to 2018 as the research material,attempts to study the different dimensions and levels of the students’ life concept in the biology college entrance examination questions,and to analyze the distribution and assessment characteristics of knowledge points hidden in the examination questions,with a view to cultivating students’ life concept under the guidance of the new curriculum standard,thus providing reference for the practical biology teaching.This paper firstly tries to comb the domestic and foreign research status about the core biological accomplishments,the life concept and the biology college entrance examination,and offers clear definitions as to the above key concepts.Then,it tends to interpret the implication of the life concept from the structural function perspective,the material energy perspective,the evolutionary adaptation perspective and the steady state equilibrium perspective.The target of doing so is to construct the knowledge structure network of each knowledge point in biology textbooks and analyze the different level and distribution of each knowledge point related to the life concept in biology college entrance examination questions of provinces and municipalities from 2017 to 2018 in accordance with the requirements of academic quality standards of curriculum standards.The findings show that the basic concepts of the new curriculum standard can be embodied in all provinces and municipalities in China.The test questions highlight the core conceptual knowledge in the biology textbooks and have a wide range of knowledge distribution.The findings also indicate the college entrance examination questions pay more attention to the specific contexts.That is to say,the questions seeks to test students’ abilities to apply the structural function perspective,the material energy perspective,the evolutionary adaptation perspective and the steady state equilibrium perspective to analyze and explain the different biologic phenomena by means of designing the similar test situations,life situations and the hypothetical situations to the textbooks.This emphasizes the test of students’ abilities to solve the practical problems,thus realizing the guiding function of talent selection for college entrance examination questions and personnel training in China.Therefore,the biology teaching should attach importance to guarantee students’ ability to grasp the core knowledge points and meanwhile seek to cultivate students,ability to using the life concepts and the scientific thinking modes to solve the relevant practical problems by reproducing vivid realistic episodes or contexts.