A Survey On The Scientific Ability Level Of Junior Middle School Ethnic Minorities' Students Based On PISA

This paper firstly sorts out the theoretical knowledge about the scientific ability of junior high school students in minority areas based on PISA.Then,on the basis of PISA2015 test question,according to the three dimensions of scientific competence,the compilation of the test paper of scientific ability level should be maded in the following proportions:Interpreting date and evidence scientifically accounts for 50%;Explaining phenomena scientifically accounts for 30%;Evaluating and designing scientific enquiry accounts for 20%.The reliability of the test paper is 0.733.Finally the questionnaire of factors affecting scientific ability level was compiled from three dimensions of individual,family and society,with a reliability of 0.724.A questionnaire survey was conducted on the junior high school students in Xingyi city,Puan county and Wangmo county of Qianxinan prefecture who were admitted to the senior high school in September.Interview method was adopted to compile the interview outline of students and interview 36 students,mainly to understand students' views and understanding of PISA2015.From the overall responses of 583 students,the scoring rate of scientific ability was 31.881%.From the perspective of the relationship between gender and scientific ability,there are 273 male students,with an average score of 24.230.There were 309 girls and the average score for girls was 18.720.The overall performance of male students' scientific ability is significantly better than that of female students,and there is a statistically significant difference between male students and female students.From the perspective of the relationship between nationality and scientific ability,there are 251 Han students,with an average score of 23.530.There were 331 minority students,with an average score of 20.120.The overall performance of scientific ability of the Han students is better than that of the minority students,and there is a statistically significant difference in the scientific ability between the Han and minority students.From the relationship between school nature and scientific ability,the number of students in model high schools is 289,and the average score of students in model high schools is 22.000.The number of students in non-demonstration high schools is 294,and the average score of students in non-demonstration high schools is 18.730.The overall performance of the science ability of the students in the model high school is better than that of the students in the non-model high school.There is a statistically significant difference between the students in the model high school and the non-model high school.From the relationship between class nature and scientific ability,there are 6 key classes,which consist of 288 people,with an average of 22.200.There are 6 parallel classes with a total of 295 students,and the average score is 18.531.The overall performance of scientific ability of students in key classes is better than that of students in parallel classes.There is a statistically significant difference between the students in key classes and parallel classes.In terms of the relationship between the location of junior high school and scientific ability,there were 105 students from urban areas in junior high school,with an average score of 31.320.There were 72 students from the county in junior high school,with an average score of 28.930.There were 406 students from the town in junior high school,with an average score of 15.400.Junior high school students from urban overall scientific ability is superior to junior high school students from county science ability,junior high school students from county's overall scientific capacity is superior to junior high school students from the town of scientific capacity,junior high school students from city,county and town has significant difference on statistical significance.According to the questionnaire of seven factors affecting scientific ability level,the average scores of teacher-student relationship,whether the teacher adopts inquiry teaching,scientific reading,interest in science,self-efficacy,parent-child relationship and experiments in school are 2.717,2.715,2.743,2.777,2.791,1.899 and 2.012,respectively.The seven influential factors are positively correlated with the total score of scientific ability,which indicates that these factors have influence on scientific ability.The interview results of 36 students were analyzed:(1)in terms of the questions,students feel very neoteric about the exam paper of PISA2015,which is different from the traditional test paper;(2)students in grade three are not familiar with scientific ability and the three dimensions of scientific ability.Through the analysis of a large number of survey data,this paper puts forward some suggestions to cultivate the scientific ability of junior high school students and the examination proposition.There are some suggestions for cultivating the scientific ability of junior high school students as follow:(1)design comprehensive teaching content;(2)focus on non-intellectual factors;(3)focus on gender differences;(4)emphasize the ability to use knowledge;(5)focus on the learning process;(6)use flexible teaching methods;(7)draw charts and graphs.The proposals of exam proposition are the examination question situational and compound test question.