Research On Learning Task Design And Performance Evaluation Based On Thinking Visualization ——Take High School Biology As An Example

"Scientific thinking" is an important core quality of biology,which relies on behavioral performance because of abstraction.It is common for teachers to use visualization tools unilaterally in teaching to help students understand knowledge and construct concepts,but students’ thinking development and changes in thinking quality cannot be answered through summative evaluation.Students use thinking visualization tools to represent learning tasks,which is a learning process that effectively expose students’ thinking and improve their thinking level;Performance evaluation is an effective way to evaluate students’ performance in applying knowledge and skills to solve real problems.The two methods were combined in this study,and the performance evaluation was used to evaluate the process and results of students’ representation tasks,so as to promote knowledge visualization and practice the requirements of "integration of teaching,learning and evaluation".In this study,the first-and second-year high school students in Dalian City and high school biology teachers in Liaoning Province were selected as the survey objects respectively.The current situation of the use of thinking visualization tools,the design of learning tasks based on thinking visualization and related performance evaluation in high school biology classroom teaching was investigated.The results show that the frequency and ability of teachers and students to use visualization tools were not optimistic,but most of them had a positive attitude towards the role of visualization tools in developing thinking and improving quality.At present,the separation of teaching and evaluation was common in classroom teaching,and the use of evaluation scales was less.Due to the lack of strategies and methods designed for visual thinking tasks and evaluation scales that represent task performance,teachers rarely assign visual learning tasks and conduct performance evaluations on time.Based on the analysis of the current situation,the design of the visualization learning task of thinking in high school biology teaching and the construction of the corresponding performance evaluation scale were focused on in this research.First,by analyzing the elements of the composition of learning tasks based on thinking visualization,the mode of thinking supported by the four modes of thinking manifestation,including graphic tools,models,making micro-videos,and writing written reports were sorted out.Then,based on the learning situation,the design strategy of thinking visualization learning taskwas proposed,and corresponding teaching cases were given.And universal evaluation scales based on different representation of thinking visualization learning tasks were designed.Practice showed that students highly recognized that applied thinking visualizationrepresentation tasks could improve the ability of scientific thinking,and it was believed that evaluation scales could effectively evaluate the learning outcomes of thinking visualization and thinking development.Based on the results of teaching practice,three suggestions were put forward in this study:（1）The learning task design of thinking visualization should pay attention to the profound connotation of learning performance;（2）The development of performance assessment rubrics should pay attention to the combination of generality and particularity;（3）Increase the proportion of students’ self-evaluation and mutual evaluation to promote students’ evaluation literacy.