Research On The Development And Status Quo Of Evaluation Tools For Higher-order Thinking In Biology Of Senior High School Students

21st century with the education change,higher-order thinking is in the core literacy,and it is a hot spot in the international education community today.High-order thinking is good to the development of individuals,the needs of society,and the progress of the country.However,due to the international consensus on the definition of the connotation of higher-order thinking,and my country's research on higher-order thinking is relatively late,there is still a lack of mature tools for the evaluation of higher-order thinking.Therefore,the connotation of higher-order thinking is defined.And to carry out research on related evaluation tools is an urgent problem to be solved in my country's education reform.Based on this,this research focuses on the development of higher-order thinking assessment tools for high school students in accordance with my country's national conditions,and based on this,to understand the status quo of higher-order thinking of high school students in my country.This article first analyzes the background and social needs of the research on higher-order thinking,sorts out the development process of higher-order thinking.After that,based on comparative research on a large number of literatures,we chose to use the2001 revised edition of Bloom's educational goal classification system as the basis to initially construct a framework for high-level thinking ability,and to determine the framework through questionnaire surveys The elements of high-order thinking ability in the middle school finally formed the "High-order Thinking Ability Framework for High School Students in Biology" based on the characteristics of high school biology.Based on this framework,the "High School Students Biology Higher-order Thinking Tendency Questionnaire" and "High School Students Biology Higher-order Thinking Ability Test Questions" were compiled from the two directions of biology higher-order thinking tendency and biology higher-order thinking ability.Expert consultation and small-scale preliminary tests were conducted on the two to further revise and improve the reliability and validity of the evaluation tool.Finally,this research applied the developed evaluation tool to test the higher-order biology thinking of high school students in the two regions.While further verifying the adaptability of the evaluation tool,it also learned about the status quo of high school students biology higher-order thinking,and explored related influencing factors.According to data analysis,the reliability and validity of the two assessment tools compiled in this study are good;the overall higher-order thinking tendency of high school students in the two regions is not high,the overall higher-order thinking ability level is low;individual basic characteristics,Family background and school education will affect the level of higher-order thinking.For example,students who are good at science thinking have a higher overall level of higher-order thinking.Classmates who are good at liberal arts are high;the degree of harmony between classmates and higher-order thinking are positively correlated;mothers' education level and occupation type have greater influence on the development of children's higher-order thinking than fathers;In a more relaxed environment,focusing on student self-management is conducive to the development of students' higher-order thinking.In short,this article combines higher-order thinking research with biology disciplines to develop evaluation tools with the characteristics of biology disciplines.The evaluation tools have good reliability and validity and can be tested on a large scale;and high school students' biology based on the evaluation tools Learning advanced thinking levels and influencing factors can provide a certain reference for high school biology teaching.