Evaluation Of Biological Experiment Design Ability Of High School Students Based On PTA Scale Practical Research ——Taking The Compulsory Module Of PEP As An Example

Biology experiment is an organic part of biology textbooks and a strong support for students to learn and consolidate biology theoretical knowledge.Experimental design is not only one of the links of scientific inquiry,but also plays an important role in the formation of students 'scientific inquiry literacy.It is an important way to cultivate students 'scientific inquiry ability and scientific thinking,and has positive significance for the implementation of cultivating students ' core literacy of biology.As a practical evaluation tool,PTA scale can evaluate students 'behavior in multi-dimensional and multi-level.PTA scale divides students' different performance into different grades according to the scoring criteria.It first divides a certain behavior of students into several basic factors,and has a standard scoring basis for each basic factor.It separately evaluates these basic factors,and then summarizes the evaluation of each factor,so that the overall behavior of students can be evaluated.This evaluation method truly and objectively reflects the learning situation of students,and can improve the existing problems of students,which is in line with the “ student-centered ” education concept.In this study,the experimental work sheet was selected as the carrier to reflect the experimental design ability of students,aiming to evaluate the experimental design ability of high school students with PTA scale.Firstly,the current situation of biology experiment teaching in practice middle school was investigated,and the experimental materials suitable for evaluation in the compulsory ' molecular and cell ' module were summarized.The experimental worksheet was designed based on the requirements of biology curriculum standards and students ' learning situation.Secondly,according to the characteristics of experimental design related questions in college entrance examination papers,combined with existing research,the PTA evaluation scale of experimental design ability was developed.Finally,three classes of Grade 1 in the internship school are selected as the research objects to carry out the evaluation.The students are guided to fill out the experimental work sheet,and the PTA scale is used to evaluate the completion of the student work sheet.The reasons for the problems in the experimental design of the students are analyzed,and the improvement strategy is proposed.The strategy is applied to the teaching design,and the third-level class is selected to carry out the teaching practice.The investigation of the current situation of biological experiment teaching shows that students ' experimental design ability is in the embryonic development stage.They have strong interest in biological phenomena or experiments and strong willingness to practice,but they lack the ability to design experiments to explore.Teachers ' treatment of experimental content in classroom teaching is too simple,ignoring the role of experiments in biology courses,and turning ' experimental inquiry ' into' theoretical recitation '.At the same time,in the evaluation of students 'experimental design ability,traditional paper and pencil tests still occupy a dominant position,or basically do not involve the content.PTA scale evaluation of students ' experimental design ability results show that the experimental design performance of students in different levels of classes is different,and the experimental design ability is different.Each class scored the highest in the experimental purpose,indicating that students can basically clarify the experimental purpose and preliminarily master the primary link.There is a gap in the performance of each class in the three links of positioning the relationship between the experimental variables,the description of the experimental process,the expression of the expected results and conclusions of the experiment.However,the overall scores of the three are lower than the clear purpose of the experiment.Students cannot accurately describe the relationship between the variables,design the experimental steps scientifically and reasonably,and standardize and clearly express the experimental expectations.According to the evaluation results and the previous survey data,the study has developed a strategy to improve the ability of high school students to design biological experiments,combined it with the experimental content of teaching materials,innovated the teaching design,and carried out classroom teaching practice.Teaching practice shows that 'group cooperation ',' problem set ',' model construction ' and other strategies can promote students ' interest in learning biology experiments,boldly make guesses and assumptions,experimental design,and written language expression.