Research On The Development Of High School Students' Biological Problem-solving Ability Evaluation System

The newly revised Ordinary High School Curriculum Standard was promulgated in 2017.The new curriculum standard places greater emphasis on improving students' ability to use knowledge to solve problems.However,due to the richness and complexity of the content of the problem solving ability of the high school biology department,the evaluation of problem solving ability is quite difficult.In high school,narrow problem solving skills can be defined as problem-solving abilities.Therefore,it is very valuable to build a scientific and effective evaluation system for high school students' ability to solve problems in biology.This research mainly adopts research methods of literature research,questionnaire survey and interview,trying to introduce the new evaluation perspective of Solo classification theory into the compilation of evaluation system.On the basis of reviewing and analyzing a large number of related documents,the search data is used to construct a framework for evaluating evaluation question indicators.In the constructed indicator framework,the problem solving process is divided into six steps:obtaining effective information,extracting knowledge,selecting strategies,and using strategies.,textual expression and reflection and evaluation;the ability to match the problem-solving process is divided into the following 9 capabilities:access to information capabilities,processing information capabilities,memorization capabilities,graphic conversion capabilities,modeling capabilities,analysis capabilities,generative capabilities,textual expression Ability and reflective ability.At the four Solo levels,the weights of the indicators are:4%for a single structure,8%for a multivariate structure,43%for an associated structure,and 45%for an extended ion level.Based on this framework,a preliminary problem-solving aptitude assessment test was formed,and some students were selected to conduct preliminary tests.The test questions were revised based on the initial test results.The final test questions assessment questions were made up of 11 comprehensive abilities.Question)composition.After the formal test,statistics are made on the basis of the final test results,and the quality of the test questionnaire is judged by using SPSS and Excel to analyze the difficulty and differentiation of the test questions,reliability and validity.The results show that the quality of the evaluation system prepared in this study is acceptable.The research results of the entire assessment tool are scientific.The data of the quality indicators of the assessment questions are tested as follows:The difficulty coefficient of the questionnaire is between 0.25-0.85,and the degree of discrimination is Between 0.20-0.58,both are still within the acceptable range.The KMO value of the test volume was 0.843,between 0.3-0.7,and Bartlett's spherical test was 0.000.In the factor analysis,a total of 9 key factors were extracted,which explained 68.926%of the total variance,indicating that the test questionnaire had a good structural validity.The reliability Cronbach's coefficient(alpha coefficient)value is 0.729,indicating that the reliability of the test questionnaire is good.Still need further modification and adjustment to improve the quality level.The research on the evaluation of high school biology subject-solving ability is still at the exploratory stage.Therefore,there are few methods that can be used for reference in this study,and the evaluation research course needs to be further improved and optimized.