| The "Implementation Opinions of the State Council on the Reform of the Examination and Enrollment System" issued by the State Council in 2014 marked the beginning of a new round of college entrance examination reform in China.The "Physics Curriculum Standards for Ordinary High Schools(2017 Edition)" issued in2017,as well as the "Evaluation System for Chinese College Entrance Examination" and "Explanation of the Evaluation System for Chinese College Entrance Examination" issued in 2020,marked the beginning of the comprehensive implementation phase of the new college entrance examination reform in China.During this period,many parts of the country successively introduced new college entrance examination policies,Adopting a new college entrance examination model.As a core subject of science education,physics has been serving as the main force of the college entrance examination reform since the resumption of the college entrance examination.For example,the "3+1+2" model launched in 2018 reflects the transformation of the positioning and status of physics.Starting from 2021,provinces and cities that have implemented the "3+1+2" model will gradually welcome new college entrance exams,making the formulation of new college entrance exam questions a hot topic of discussion.Although the evaluation system of the college entrance examination points out the direction for the formulation of exam questions,preliminary analysis of several regional college entrance examination questions in recent years shows that physics exam questions,especially the final questions,still have huge historical inertia,and problems such as a single exam structure and rigid examination forms still exist.The physics final question of the 2022 Chongqing volume provides a good case for the new college entrance examination question system,but it is difficult to apply to other provinces and cities due to the contingency of individual cases and regional differences.Therefore,in order to better transition to the new college entrance examination,it is necessary to summarize the propositional patterns and examination characteristics of the physics final questions in various regions in recent years.This article is based on a study of relevant literature and selects two dimensions: "critical ability" and "difficulty of the test questions" to analyze the physics final question in the college entrance examination.Among them,"critical ability" best reflects the focus of a test question,and "difficulty of the test questions" most intuitively reflects whether the order of the test questions is reasonable.Therefore,this article combines the "China National College Entrance Examination Evaluation System" and the "General High School Physics Curriculum Standards(2017 Edition,2020 Revision)" to statistically analyze the key ability testing and difficulty of the physics final exam questions in the national,Beijing,Tianjin,Jiangsu,Zhejiang,Hong Kong,and Taiwan national college entrance examinations in the past decade.Based on the research results,suggestions for the physics final exam system are proposed to help the new college entrance examination reform steadily advance.This article will elaborate on the above content one by one through the following four parts,consisting of seven chapters.The first part is an introduction,including chapters one and two.Against the backdrop of the comprehensive implementation of the new college entrance examination reform and the transformation of the positioning of physics subjects after the promulgation of the "General High School Physics Curriculum Standards(2017Edition,2020 Revision)","China National College Entrance Examination Evaluation System",and "China National College Entrance Examination Evaluation System Explanation",and guided by relevant literature review,this paper proposes a research topic that combines the college entrance examination evaluation system,new curriculum standards,and difficulty models to study the current situation of physics final questions in China’s college entrance examination in the past decade.Five core concepts were defined mainly from four aspects: research significance,research objectives,research content,and research methods: evaluation system,college entrance examination evaluation system,college entrance examination,final question,and difficulty of physics test questions.The second part is the establishment of research indicators for the physics final question of the college entrance examination,which is Chapter 3.Including the classification and connotation description of key competency elements in the "China National College Entrance Examination Evaluation System",it is pointed out that key competencies mainly include understanding ability,reasoning and argumentation ability,model construction ability,experimental exploration ability,and innovation ability;Establish a difficulty evaluation model for physics test questions based on existing research,including the difficulty of modeling physics scenarios,the complexity of physical processes,the complexity of mathematical processes,and the number of knowledge points to be examined.Quantify and assign values to each element,and explain it with relevant examples.The third part is a statistical comparative study on the key abilities and difficulty of the physics final exam questions in China’s college entrance examination in the past decade,including Chapters 4 and 5.Chapter 4 mainly studies the current situation of the five key abilities tested in the physics final questions of the college entrance examination in different regions,and conducts in-depth analysis of the specific test results of the comprehension ability,reasoning and argumentation ability,and model construction ability tested in the test questions;Chapter 5 mainly analyzes the quantitative values of four difficulty factors for the physics final exam questions in different regions.Combining the new curriculum standards and the 2019 physics syllabus for the college entrance examination,it conducts an in-depth analysis of the difficulty of modeling the physics situation,the complexity of the physics process,and the number of knowledge points to be tested.Finally,the difficulty of different exam questions is compared through standardized quantitative values.The fourth part is the research conclusions and suggestions,as well as the innovation and shortcomings of the research,including Chapters 6 and 7.Chapter 6 is the research conclusion and suggestions for question formulation.Through the comparative study in the previous text,this study found that in the past decade,the physics final exam questions in China’s college entrance examination have mainly shown the following characteristics: firstly,the key abilities of the physics final exam questions in China’s college entrance examination are comprehensive,and different regions have different focuses on the key abilities of the physics final exam questions;Secondly,the style of proposition varies greatly in different regions,with significant differences in the position,structure,and context of the test questions;Thirdly,overall,there is no significant difference in the difficulty level of the physics final exam questions in different regions,but from a specific test question perspective,the current difficulty level of the final exam questions in different regions still has their own characteristics.Based on the above conclusions,this article proposes the following suggestions: strengthen the examination of the derivation process and applicable conditions of basic concepts and physical laws;Pay attention to the correlation between different knowledge modules examined in the final question,and build a comprehensive knowledge network for the test questions;Pay attention to the test situation and introduce life phenomena and scientific frontiers into physics final questions;Change the test question mode,change the traditional calculation question mode,and add textual explanations,experimental exploration,and other examination methods.Chapter 7 discusses the innovation and shortcomings of the paper. |
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