Analysis Of "Ecology" Test Questions In China High School Biology Olympiad In The Past Twenty Years

The China High School Biology Olympiad,which has been held since 2000,is a compulsory course for the International Biology Olympiad(IBO).It is used for early selection of talents.At the same time,it is also an extension of secondary school biology classroom teaching,allowing students who have spared time to learn the content of the China High School Biology Olympiad in advance,and lay a solid foundation for innovation.Ecology accounts for the highest proportion of scores in the China High School Biology Olympiad,with an average of 15.11%.It is one of the important disciplines of the league examination.At present,there is no systematic research report on the ecology test questions in the past two decades.In view of this,this paper analyzes the structure and specific contents of the test questions by using literature research,content analysis,statistical analysis andcomparative approach.It combines the results of Fujian test takers in the past ten years(2011-2020)to sort out the difficulty and differentiation of the test questions,and then to analyze difficult test questions and know about the scores of the same knowledge at different cognitive levels.It was hoped that the weak points of ecological knowledge and ability of Fujian test takers could be identified.Advisers can get some corresponding teaching suggestions and test takers can be provided some directions from this paper.The conclusions are as follows.1.The structural analysis of the test questions shows that the ecology test has examined 301 questions in the past two decades.The question types are mainly multiple-choice questions and the ratio of single-choice to multiple-choice is 2.00-3.25.In terms of the proportion of questions,before 2007,ecology accounted for a high proportion in odd years and a low proportion in even years,but after that it was basically stable,with an average of 13.73%,in line with the "Animal Ethology,Ecology" module(20.00%)of the competition syllabus.The key topics examined in the test were "populations"(77 times),"types,structures and functions of ecosystems"(67 times),"influence of ecological factors on organisms"(65 times)and "communities"(65 times).The knowledge tested is more in-depth and extensive than that required in secondary school biology.The trend of ecology questions in the past two decades was analyzed,and the results showed that the proportion of memorization level questions decreased significantly year by year,accounting for only 10.00% in 2020.The percentage of comprehension and analysis level questions is on the rise,accounting for 50.00% and40.00% respectively by 2020.The frequency of application level questions is low(only 3times).Analysis of the contextual design of the test questions showed that the test questions with context accounted for 22.59% of the ecology questions.The wide and diverse sources of contextual material may be the reason why ecology test questions are flexible and difficult to obtain high scores.2.The analysis of the answer data of Fujian test takers shows that the average difficulty of the ecological test questions from 2011 to 2020 is 0.59,and the average discrimination is 0.29.If we take the difficulty and differentiation of selective examinations as the standard,we found that the overall difficulty of ecology questions in the league was moderately low and the differentiation was poor.Among them,13.64% of the questions were difficult,and 80.95% of them belonged to Topic 3 "Populations" and Topic 1 "The influence of ecological factors on organisms".The analysis of the score rate of the same knowledge at different cognitive levels showed that the score rate of the questions that purely tested the memorized knowledge of the textbook was low.This reflects the poor knowledge of ecology beyond the General High School Biology Curriculum Standards and Chen Yuezheng's General Biology.The overall score of comprehension level of the same knowledge test was on the rise,ranging from a low of18.98% in 2013 to 79.10% in 2020;Fujian test takers were better at analyzing knowledge of simple contextual questions,but scored less on complex contextual questions that combined data and graphs and curves with research results.In a word,the structural analysis of the test questions shows that instructor should focus on the outline;explain key subject knowledge at first;focus on the player's understanding and analysis level;class can begin with social hot issues.The analysis of the answer data of Fujian test takers shows that instructor should focus on complex contextual questions that combined data and graphs and curves with research results.