Research On Evaluation And Setting Of Senior High School Biology Test Questions Pointing To Scientific Thinking

After the concept of "core literacy" was put forward,literacy-oriented evaluation pointed out the direction for education evaluation reform.Scientific thinking is an important part of the core literacy of biology discipline,and it is also included in the index system of discipline literacy in the evaluation system of college entrance examination,reflecting its important reference value as a university talent selection.In the specific examination evaluation,how to refine the evaluation content of high school biology scientific thinking and integrate it into the proposition,this question is worthy of in-depth study.This research first analyzes and combs the related literature on scientific thinking and test-setting through literature research for understanding the research status.Based on the SOLO theory,combined with the characteristics of the four levels of scientific thinking in the biology curriculum standards,an evaluation model for the examination of scientific thinking in senior high school biology examination questions was constructed.The model was revised through a questionnaire survey on the recognition of the model by front line teachers in middle schools.According to the evaluation model,it analyzes the biology test questions of the college entrance examination in Beijing,Tianjin and other places in recent years,and proposes the test-setting strategy to examine the various levels of scientific thinking from two aspects: the test-setting requirements and the questioning paradigm.Based on the evaluation model and proposition strategy,10 test questions were ordered and put into the first-line test in middle schools,the data was fitted with the Rasch model,the quality of the test questions was checked and the test questions were optimized.The content of the evaluation model of the scientific thinking examination constructed in this study is as follows: the level 1 of scientific thinking corresponds to the single-point or multi-point structure level of SOLO,including the laws or concepts of biological principles,and the description of concepts with examples;level 2 corresponds to the level of association structure,including summarizing biological laws in simple situations,explaining and analyzing phenomena,etc;level 3 and 4 correspond to the expansion of abstract structure levels,including the evaluation of the argumentation process of biological problems,and the generation of effective and novel problem-solving methods.In addition,the following test-setting strategies are also proposed:(1)Examining the level 1 of scientific thinking requires explicit contextual information,focus on basic knowledge,and ask questions around fixed principles or concepts,judgments of things or simple discrimination and basic information of models;(2)Examining the level 2 of scientific thinking requires a reasonable span of knowledge,an appropriate level of complexity of the situation,and questions around the generalization of conclusions,analysis or abduction of phenomena,simple facts or laws in the model,and the presentation of evidence;(3)Examining the level 3 of scientific thinking requires in-depth examination of necessary knowledge,increase the length of question thinking,and questions around conclusions in complex situations,analysis and prediction of phenomena,reasoning of facts or laws in models,evaluation of arguments;(4)Examining the level 4 of scientific thinking requires novel selection of scenarios,appropriate open question settings,and questions around drawing of diagrams,examination and demonstration of problems,novel and diverse methods to raise.