Research On College Entrance Examination Biology Test Paper Based On Core Literac

In 2017,biology Curriculum Standards for Ordinary Senior High Schools(2017Edition)was issued,which proposed the basic idea that biology curriculum should take "core literacy as the purpose",and explained that it should be the basis for academic level tests,entrance exams and other propositions.In 2019,the Evaluation System of China's College Entrance Examination clearly pointed out that "disciplinary literacy" is an important part of the college entrance examination.With the deepening of college entrance examination reform,college entrance examination has higher and higher requirements for students,from knowledge to ability,and then developed into quality examination.Therefore,it is particularly important to analyze the degree and way of examining the core literacy in the high school entrance examination,investigate the current development level of the core literacy in biology of senior high school students,understand the implementation of the core literacy,and put forward the corresponding teaching strategies.First of all,this study uses literature research method to understand the domestic and foreign research status of core literacy and biology examination analysis,and explains the key concepts of "core literacy" and "biology discipline core literacy" as well as the theoretical basis of this study.Then,text analysis method is used to analyze the knowledge category,knowledge presentation,overall core literacy and the examination of each dimension of biology papers in 2017-2021 Tianjin College Entrance Examination.Then,on the basis of consulting front-line teachers and combining the actual situation,the paper compiled the test paper of biology core literacy of senior high school students,and tested the senior students in a high school in Tianjin to understand the current development level of biology core literacy of senior high school students.Finally,on the basis of the analysis of the test papers and the investigation of the current situation,the conclusions and suggestions are given,and the teaching strategies for cultivating the core literacy of biology in senior high school students are put forward.Based on the analysis of the biology test papers and the investigation of the current situation,the following conclusions are drawn :(1)the knowledge coverage of biology test in Tianjin college entrance examination is wide,focusing on the main knowledge;(2)Tianjin College Entrance Examination biology paper text chart combination,skillfully set test situation;(3)Biology paper of Tianjin College Entrance Examination penetrates core literacy and highlights subject characteristics;(4)The overall level of students' core literacy of biology subject is average,and the implementation of core literacy needs to be further strengthened;(5)Among the four dimensions of core literacy,students' scientific thinking literacy is weak,which differs greatly from other literacy;(6)The correlation between the four dimensions of core literacy is significant,and the improvement of any one literacy is not unilateral,but may lead to the synchronous improvement of the other three literacy levels;(7)Among the five dimensions of life concept literacy,students' material and energy concept literacy is weak,which differs greatly from other qualities.(8)Among the five dimensions of scientific thinking literacy,students' creative thinking literacy is weak,which differs greatly from other literacy.(9)Among the two dimensions of scientific inquiry literacy,students' self-designed experimental scheme literacy level is weak,which is quite different from other literacy levels.(10)Among the four dimensions of social responsibility literacy,students' literacy levels are all good;(11)Students with different grades have significant differences in the overall level of life concept,scientific thinking,scientific inquiry,social responsibility and core literacy,but the performance of specific dimensions under each literacy is not completely consistent.On the basis of the above conclusions,the paper puts forward some teaching strategies for cultivating the core literacy of biology in senior high school students.Details are as follows:(1)using real experience,students in the biological reality gradually formed on the basis of the concept of life quality;(2)to construct the teaching model of cultivating life concept attainment;(3)make full use of teaching materials in the history of science data,cultivate scientific thinking literacy;(4)the establishment situation,train the ability of access to information,improve scientific thinking literacy teaching and design meticulously;(5),Cultivation of scientific inquiry literacy;(6)Rational use of biological experiments to improve scientific inquiry literacy;(7)Focus on current events and improve social responsibility literacy;(8)Combine theory with practice to penetrate social responsibility literacy.