| The reform of college entrance examination is always on the way.The enthusiasm of all sectors of society for the discussion of the college entrance examination has never diminished,and the interpretation of the test questions has never stopped.They all try to provide some ideas for middle school biology teaching,test question order system and college entrance examination reform through the analysis of the test questions themselves.The discussion on the questions of the college entrance examination has been continuously developed and expanded in the research,and the conclusions drawn from these studies and the thinking on the questions have gradually exceeded the value of the questions themselves.This study takes the biological multiple-choice questions in the national Volume?(Volume B)synthesis from 2017 to 2021 as the research object,and makes theoretical and practical research on the multiple-choice questions.At the level of theoretical research,based on reading the literature,understanding the previous research results and mastering the relevant theories of college entrance examination,this study studies the proposition principle,proposition material,proposition mode,the examination of knowledge and ability,and the compilation of test questions based on the middle school biology curriculum standards,syllabus and examination instructions.At the practical research level,the investigation is mainly carried out from three levels: Students' answer,teachers' evaluation and investigation of test questions and teachers' thinking of test questions.First of all,the researchers distributed the sorted new test papers to all science classes in the third grade of senior high school in the internship school,which were corrected,sorted and summarized into a table to analyze the quality indicators such as the differentiation of test questions;Next,the researcher distributed questionnaires to some middle school biology teachers in the city,collected the questionnaires and analyzed them;Finally,through these investigations,the value and existing problems of the national Volume I(Volume B)multiple-choice questions in the college entrance examination in recent five years are clarified.The results show that the system of multiple-choice questions in the college entrance examination follows the curriculum standards and fits the syllabus;The proposition material comes from the familiar environment of students such as teaching materials,life and network.The pattern of test questions is regular and slightly monotonous;The setting situation is reasonable,but the innovation is insufficient;The test questions examine students' knowledge and ability in an all-round and multi-level way.The students' answers show that the difficulty setting of the test questions is scientific and reasonable;Front line teachers are highly satisfied with the compilation of test questions and believe that the college entrance examination questions have a high guiding significance for middle school teaching.According to the analysis and conclusion of the research,in order to improve the teaching quality,students' performance and test question level,the researcher puts forward the thinking and relevant views on the test question order system,the opinions and suggestions on the teaching of front-line teachers,the suggestions and guidance on students' learning and the relevant suggestions on the test question order system.The purpose of this study is to explore the characteristics of the biological multiple-choice question system in national Volume?(Volume B)in recent five years,teachers' evaluation of the quality of the test questions,the Enlightenment of the test questions to middle school biology teaching and the guidance of the test questions to middle school students' learning.This study enriches the research theory of college entrance examination questions,provides some feasible new ideas for the relevant personnel of test question ordering system,also provides some reference for other relevant personnel. |
PDF Full Text Request