| The "Core Literacy for Chinese Student Development" issued by the Ministry of Education proposes six basic qualities,among which the learning and practical innovation qualities set detailed requirements for students’ performance in specific situations.The "Description of the Evaluation System for the China National College Entrance Examination" released in 2019 clearly states that context is the carrier for achieving comprehensive examination of "value oriented,literacy oriented,ability oriented,and knowledge based".If the national college entrance examination can effectively implement the requirement of testing students’ abilities and literacy in context based on context,it will more attract the attention of educators.However,for the research on the relationship between situation and problem in college entrance examination questions,there are few existing research designs,and there is also a lack of a clear evaluation standard for the level of situation creation.Based on this,this study constructs an evaluation framework.This study is based on situational cognition theory,constructivism theory,SOLO classification theory,and other theoretical foundations.Combining existing research methods,it comprehensively uses literature research,text analysis,questionnaire survey,statistical analysis,and other research methods to conduct an evaluation study on the situation creation level,question thinking level,and the correlation between the two in the college entrance examination chemistry test.Firstly,the research object was determined to be the national A and B test papers for the chemistry college entrance examination in 2021 and 2022,with a total of four sets of papers,and the topic range was the mandatory part of the subjective questions.Subsequently,from the perspective of common test question situation analysis,seven representative perspectives that may affect the level of situation creation were identified.A questionnaire was designed to obtain educators’ views on the level of test question situation creation.Statistical analysis of the questionnaire results was conducted to obtain three dimensions that affect the level of test question situation creation: situation presentation,situation integration,and situational teaching material processing,Based on these three dimensions,the evaluation criteria were developed to evaluate the level of test situation creation.For the level of problem thinking,evaluation criteria are formulated based on the explanation of the college entrance examination evaluation system and the SOLO classification theory.The evaluation criteria for both situations and questions have passed the validation of the rater’s reliability,with good reliability.Finally,using Spearman correlation coefficient,correlation analysis and regression analysis were conducted on the level of situation creation and problem thinking in the college entrance examination chemistry test questions to explore the correlation between the two.The research shows that the overall level of situation creation for chemistry test questions in the college entrance examination is relatively high,and the setting of situation presentation methods is more biased towards the context described by words;The setting of situational integration is more biased towards perceptual contexts;The setting of situational teaching material processing is more inclined to set up situations similar to the content of the teaching material.The distribution of problem thinking levels is more reasonable,more biased towards the level of relevance structure,and there are a certain number of abstract expansion structure level issues,reflecting the selective function of the college entrance examination.Moreover,there is a significant positive correlation between the level of problem thinking and the two dimensions of situational integration and situational textbook processing,which have a significant impact on the level of problem thinking. |
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