An Study On The Optimization Of Experiment Teaching Based On The Analysis Of Biological Experiment Questions In The College Entrance Examination

Experimental teaching is the main place for students to develop experimental ability and core literacy,occupying an important position in biology teaching.The 2017 edition of the General Senior High School Biology Curriculum Standard clearly states that "experimental teaching is a feature of biological curriculum and one of the basic forms of biology teaching",which clarifies the importance of experimental teaching to biological curriculum and reflects the "teaching process and practice".Course concept.At the same time,the biological test of the college entrance examination is an important part of the biological test paper,which not only examines the candidate's experimental inquiry ability but also the middle school biology experiment teaching.On the one hand,the college entrance examination can examine the development of experimental teaching and experimentation on the one hand;on the other hand,it guides schools and teachers to attach importance to experimental teaching and the cultivation of students' practical exploration ability.Therefore,the study of the biological experiment of the college entrance examination is of great significance for the middle school teachers to deeply understand the concept design of the general high school biology curriculum standards and enhance the experimental teaching ability.Through the previous literature research,this paper defines the related concepts,and selects 70 experimental questions(40 questions for compulsory part and 30 questions for elective part)from the 2013-2018 National Volume Examination of Biological Examination,and carries out test scores and knowledge points.Analytical research on information presentation form,material source and ability examination,found that in recent years,the national volume college entrance examination biological experiment questions have: 1,knowledge examination in the teaching materials,ability to examine in the material;2,experimental and inquiry ability is the core of the examination questions;3,the curriculum standard guides the college entrance examination,the test questions penetration qualities and other characteristics and development trends.Based on the above research results,combined with literature research,the problems found in the teaching of ordinary high school biology experiments: the uneven configuration of experimental equipment,the difference in experimental skills of biology teachers;the teacher's experimental teaching concept is not strong,the "blackboard experiment" is dominant;the scope of experimental teaching implementation Limitations,textbook experiments are the object;experimental teaching evaluation forms are single,and the examination criteria are not clear.The following optimization strategies are proposed for high school biology experiment teaching: cooperative learning,resource sharing strategies,inquiry experiments,multi-evaluation strategies and extended extension strategies.And practice research on the multi-evaluation strategy of inquiry experiment.Two parallel classes were selected as the research object.The experimental class used the inquiry experiment to integrate the multi-evaluation strategy,and the regular class was used for the regular teaching.After the practice teaching,the two classes were separately evaluated and the biological performance analysis and objective evaluation were carried out.Exploring the effects of multi-evaluation strategies in biology teaching and the impact on students' experimental ability.After the practice teaching,the dimensions of the Exploratory Experimental Process Rating Scale were analyzed before and after.The results show that the P values of the experimental classes in making assumptions,designing experimental schemes and analyzing phenomena/deriving conclusions are: 0.048,0.021,0.036,both <0.05,and there are differences;while asking questions,implementing experiments and solving problems The P values were all >0.05,and there was no significant difference.At the same time,the biological scores of the experimental class and the control class were analyzed by post-test.After T test,P=0.003<0.05,there were differences in the biological scores between the experimental class and the control class.Explain that the integration of inquiry experiment into multi-evaluation strategy can promote the improvement of students' experimental ability and biological performance in actual teaching.Combining the biological experiment questions and practical conclusions of the college entrance examination,the following suggestions are put forward for the high school biology experiment teaching: 1 pay attention to the comprehensive application of basic knowledge,pay attention to the scientific research achievements of the times;2 diversify the activity,diversify the ability;3 pay attention to the use of biological nouns,Standardize language expression;4 use scientific inquiry as a carrier,learn the methods of scientific inquiry,and develop scientific thinking.