Study On The Designing Tests Focused On 'Structure And Function Concept' Of High School Biology From The Perspective Of Discipline Literacy Development

As proposed in the 'Primary High School Biology Curriculum Standards(2017 Edition)'promulgated and implemented in 2018,the method of examination evaluation also changed.The test questions not only simply examine students 'memory and recitation of knowledge,but also pay more attention to test and evaluate students'thinking process,inquiry ability,and core literacy of biology disciplines that have been formed.However,more researches has been conducted on how to train students' core literacy in biology disciplines or analyze them based on the core literacy of biology disciplines,while there is less research on the preparation and testing of test questions,and the existing researches are more focused on biology.The core literacy of the academic disciplines as a whole lacks research on some parts.Therefore,the research on the formulation and testing of the 'structure and function concept' is an urgent problem.In this paper,the research status of the 'structure and function concept' test questions is tentatively grasped by collating and researching the related literature of the'structure and function concept' test questions and their compilation and evaluation.And on this basis,specific research was carried out around the key research content of this thesis-the compilation of the 'structure and function concept' test questions of high school biology:First of all,combined with the case analysis method,the 'structure and function concept' test questions in the some high school examination papers were selected,and specific analysis was conducted from the test question type,presentation method,context content,basic test content,test knowledge and cognitive dimensions,and literacy level.Thereby,the enlightenment of the drafting of 'structure and function concept' was obtained.Secondly,the basic principles and basic process of the 'structure and function concept' test questions were discussed,and the knowledge points related to the 'structure and function concept' in the 2019 human education version of 'common high school biology textbook(compulsory one)' Test questions were selected.Third,use the expert consultation method to check the content validity of the prepared test questions,at the same time modify and improve the test questions according to the opinions of experts,and specific analysis of the revised test questions.Finally,the revised test questions are used for actual testing,and the test results are quantified.At the same time,the Rasch model is used to analyze the overall quality,fit,unidimensionality,and student literacy of the test questions.In order to obtain scientific and reasonable high-quality questions.Generally,the following research conclusions are drawn from this study:?In the process of preparing the 'structure and function concept' test questions,we should pay attention to the use of various question types and presentation methods,design real and reasonable situations,and examine the multidimensional knowledge,cognition and literacy level;? The Rasch model can be used to analyze the quality of the test questions,and find out which questions have problems to modify;?The test results show that the data of most of the test questions-the model fits better,and the difficulty of distinguishing the test questions is better,you can use this test evaluate and analyze the students' level of 'structure and function concept'.In addition,at the same time,it points out the attention points in the process of formulating the 'structure and function concept' test questions,in order to provide some reference for front-line high school biology teachers to evaluate students' 'structure and function concept' on their independent designing tests.