Research On The Design Strategy Of Contextualized Biology Examination Questions In Senior High School

“Context” is the examination carrier of the college entrance examination,carrying the examination content and examination requirements.At present,the reform of the new college entrance examination is constantly developing in the direction of contextualized examination questions.Deepening the research on the life system of contextualized biology examination questions in senior high school is of great significance to promote the college entrance examination to give full play to its functions of building morality,cultivating talents,serving talent selection and guiding teaching.How to analyze the contextualized biology examination questions in senior high school and put forward scientific,reasonable and effective life control strategies is worthy of in-depth research.This study is devoted to exploring the analysis and ordering of contextualized biology examination questions in senior high school.Firstly,based on Luoriye context typology,combined with the characteristics of biology,curriculum standards and the evaluation system of college entrance examination,the analysis framework of contextualized biology examination questions in senior high school is preliminarily established through literature combing and test question analysis;Through the expert questionnaire survey of each dimension and its indicators,the analysis framework is revised and improved according to the expert opinions.Secondly,according to the analysis framework,this paper makes a quantitative study on the contextualized biology examination questions of college entrance examination in 2021,discusses the creation characteristics of contextualized examination questions in various provinces and cities,and puts forward the command strategy of contextualized biology examination questions in senior high school by analyzing typical examination questions.Finally,according to the proposition strategy,11 original examination questions were issued to the front line of middle school for evaluation,and the quality of test questions was analyzed by Rasch model.The test results show that the quality of the ordered test questions is good,which shows that the ordered strategy is feasible and reasonable,and can provide a reference for the ordered situational test questions of biology teachers in front-line middle schools.The analysis framework of high school contextualized biology examination questions constructed in this study is as follows: using the primary dimension in context typology,10 secondary dimensions and 31 secondary indicators of “ context characteristics,discipline fields involved,context themes,educational value of contexts,number of modules to which knowledge belongs,task types of contexts,combination of design and situations,openness of context tasks,examination requirements and presentation methods” are constructed.It also puts forward the following propositional strategies: “create life practice context and learning and exploration context”,“break the discipline barrier and the context involves interdisciplinary”,“broaden the way of material selection and enrich the context theme”,“contextual infiltration and educational function”,“reasonable module span and strengthen the application of knowledge”,“set various contextual task types with clear task orientation”,“close combination of question setting and context”,“Set an appropriate degree of openness of situational tasks”,“rationalize the layout of examination requirements” and“diversify the presentation of test questions”.