Research On The Evaluation Of Critical Thinking Ability Of High School Biology Students

Critical thinking is the foundation of innovative thinking.In order to cultivate students' critical thinking,research will develop a framework of elements and develop evaluation tools to test and understand the development characteristics of students' critical thinking ability,in order to propose some ideas that can be better cultivated.Teaching suggestions for students' critical thinking skills promote the formation and development of students' core literacy in biology.The research summarized the connotation and definition of critical thinking ability based on literature review,and based on the scientific thinking literacy in the core literacy of biology,integrated and constructed concept analysis and interpretation,information judgment and evaluation,problem speculation,argumentation,and selfexplanatory calibration.The four-dimensional competency element framework.Secondly,based on the element framework and the basic theory of the Rasch model,a critical thinking ability assessment tool with good reliability and validity was developed,and the Rasch model was used to partially optimize the tool and analyze the data.After that,516 students in the second grade of a middle school in Lanzhou City were used as a sample for testing,and the students' ability levels were differentiated from the perspectives of overall,class,and gender.The research results show that the developed biological critical thinking ability assessment tool has good reliability and validity,and can reflect students' abilities scientifically and objectively to a certain extent.The results found that:(1)The current average level of biological critical thinking ability of high school students is at level two(the ability to identify biological conclusions and opinions,assess the credibility of information,and determine that additional information can enhance or weaken the views),and reach There is a certain gap between level four(be able to express arguments,clarify confusing information,prove the validity of the argument,reason out the different possibilities of solving the problem,and be able to improve the deficiencies).(2)The abilities of students in different classes are at level 2 and level 3(the ability to judge the authenticity of biological concepts through different information evidence,demonstrate with appropriate logic,and obtain the strongest support from the evidence).(3)The ability levels of boys and girls are distributed at the four levels,but there are fewer students at level 4.(4)Among the four capacity element dimensions,the element difficulty value increases from small to small.The difficulty value of conceptual analysis and interpretation is the smallest,followed by information judgment and evaluation and problem speculation and argumentation,and the most difficult value is self-explanatory calibration.Except for conceptual analysis and explanation,the average values of the students in the other three ability elements are all relatively small.(5)There are significant differences in abilities among the 11 classes.Class 6 and Class2 have stronger ability,and Class 7 and Class 8 have weaker ability.(6)There is no significant difference in the critical thinking ability of male and female students,and gender basically does not affect the level of critical thinking ability.Through the analysis of the test results,the research found that the critical thinking ability of current students is low,and most students stay at level one and level two,and there is still a lot of room for improvement.Based on the analysis of the influencing factors of ability development,three teaching suggestions are put forward that emphasize the mastery of biological concepts,the development of argumentative teaching,and the development of students' autonomous thinking,in order to help students develop better core literacy in biology disciplines.