Research On The Setting Of Senior High School Biology Situational Test Questions Pointing To The Level Of Understanding

The proposal of core literacy requires students not only to stay in simple memory,but also to emphasize understanding and application.Understanding is the premise and foundation of realizing meaningful learning and deep learning.In recent years,the research on understanding teaching practice with the pursuit of understanding as the core has been widely concerned in China.With the advancement of curriculum reform,teaching evaluation has also changed.In2019,the "Evaluation System of Chinese College Entrance Examination" issued by the Examination Center of the Ministry of Education emphasized that the content and requirements of the examination should be carried by the situation,and students' ability to solve problems should be tested in real situations to promote their real development.Compared with no-situation test questions,the creation of test questions' situation is conducive to giving full play to the function of evaluation to promote students' development,comprehensively testing students' learning achievements and comprehensively evaluating students' comprehensive quality.Therefore,it has become a new development direction of teaching evaluation reform to use situational test questions as a tool to evaluate students' learning.Based on the concept of understanding teaching,this study explores the construction of the level standard of situational test questions pointing to the level of understanding,makes high-quality biological situational test questions,tests students' understanding development level with the situation as the carrier,which is helpful to enrich the practical research of biological situational test questions and provide new ideas for evaluating the results of understanding teaching.On the basis of reading and combing relevant literature and grasping the research status of situational test questions,the following specific studies were carried out by using the research methods of expert consultation,paper-and-pencil test and mathematical statistics.Firstly,based on the literature and related materials,understanding was divided into four levels from two aspects: the characteristics of test questions and the performance of students' thinking process and thinking results,and the level standard of understanding level applicable to situational test questions was constructed.Secondly,the classification index of test questions is constructed,and the test questions are divided into five types according to the content of context materials: life and production practice,biological resources and environment,frontier hotspots of biology,scientific experiments and explorations,and the history of life science development.Thirdly,according to the scientific proposition process,two sets of contextualized test questions aiming at students' understanding level are compiled,and the strategy of creating test questions situation is put forward in combination with the proposition process;Fourthly,after the preliminary test,three parallel classes in the second grade of senior high school are selected for large-scale test,and the data of students' answers are collected to analyze the quality of situational test questions according to the classical measurement theory,and to evaluate the performance of students in different understanding levels,situation types and core literacy levels;Fifthly,after the completion of the test,a questionnaire survey was conducted to find out students' cognition,attitude and response feeling to the contextualized test questions,and to optimize the first set of contextualized test questions by integrating the test feedback and the students' survey results.The main conclusions are as follows:(1)The level standard of understanding constructed from the characteristics of test situations and the performance of students' thinking process and thinking results can be used to evaluate students' understanding development level.(2)From the content of situational materials,situational test questions can be divided into five types: life and production practice,biological resources and environment,frontier hotspots of bi ology,scientific experiments and explorations,and the history of life science development.(3)Situated test questions can be used to test students' understanding development level.(4)Situated test questions can be used to evaluate not only the development level of understanding,but also the development level of core literacy.