Construction Of The Evaluation System Of Junior High School Students Ability To Explore In Biology Experimental Teaching

The newest general high school biology curriculum standard attaches great importance to inquiry activity.Inquiry-based learning activities will not only directly affect the implementation of "scientific thinking" and "scientific inquiry" in key competency,but also indirectly affect the achievement of "social responsibility" and "the concept of life".Biological exploration experiment,being a main part in inquiry activities,can strengthen key competency.How to evaluate students' ability of inquiry in experimental inquiry is a difficult point and a hot topic in experimental teaching.Firstly,the inquiry evaluation system are constructed through literature research and interview.Then,with Delphi method,ten experts were consulted on the appropriateness of the decomposition of ability elements and evaluation points,the appropriateness of inclusion relations and the scientificity of hierarchy analysis in the "evaluation system of high school students' inquiry ability".Finally the evaluation system is divided into 6 basic elements and 14 key capability points,and each point includes 4 levels.Compile the questionnaires,which is based on the evaluation system,to investigate students' inquiry ability.The questionnaire includes instructions,basic information and 14 test questions.And every test question,compiled according to the 14 evaluation points in the evaluation system,contains four levels.complete the investigation by students' self-evaluation.According to the survey,students' best ability is presentation and communication skills,poor ability is asking question and making experiment plans.In this study,univariate anova was used to analyze the differences in the performance level of students' inquiry ability.Students of different genders show differences in "testability of hypothesis".Students with different fathers' educational backgrounds show differences in "problem inquiry" and "problem expression".Students with different mothers' educational backgrounds show differences in the “scientificity of the experimental plan".Students with different biological or comprehensive scores showed significant differences in each of the 14 test items.