Research On Critical Thinking Examination In Senior High School Biology

As innovation has become the key word of education in China,critical thinking,as an important basis of innovative thinking,has gradually become the focus of education.In the context of literacy-oriented education,critical thinking as an important component of scientific thinking in "biological core literacy," To clarify the connotation,components and level of critical thinking,to construct an effective frame of critical thinking examination for senior biology examination questions,and to put forward the paradigm of examination questions directed to critical thinking examination,it is helpful to provide reference for the evaluation of critical thinking and the implementation of core literacy.Based on the SOLO classification theory,combined with the level of scientific thinking,the complexity of problem situations and the types of knowledge,this study constructed the framework of critical thinking in senior high school biology examination.According to the frame of examination,this paper analyzes the characteristics of the examination questions of critical thinking at different levels in the national college entrance examination,and sums up the test questions of critical thinking at different levels from the requirement of setting questions and the paradigm of asking questions.In order to test the scientificity and feasibility of the frame of examination and the paradigm of Proposition,this research is based on the frame of examination and the paradigm of proposition refers to the examination papers of senior high school biology of critical thinking,the Rasch model is used to test the parameters of the test questions and the students’ answers to test whether the critical thinking questions can accurately reflect the students’ critical thinking level.The examination frame of critical thinking constructed in this study includes: the critical thinking level corresponds to the single-point structure level of SOLO classification theory,including the ability to identify single arguments and arguments in a situation,level 2 corresponds to the level of multi-point structure,including the ability to locate key information,explain life phenomena,interpret models,etc..Level 3corresponds to the level of parallel structure,level 4 corresponds to the level of the abstract extension structure,which includes the ability to examine and demonstrate biological and social issues.Level 4 includes the ability to examine and demonstrate biological and social issues,come up with new ideas,etc..(1)examination of a single point of critical thinking requires the setting of life situations,the examination of basic knowledge,and the one-to-one argument and argument;(2)the examination of multi-point critical thinking requires a reasonable span of knowledge,an appropriate complexity of the situation,and a directed question,which can be used from the presentation of multiple graphs;(3)the examination of parallel critical thinking requires increasing the difficulty of knowledge,strengthening the relevance of information,and opening the form of questions,which can be based on experimental purposes;(4)the examination of abstract and developing critical thinking requires the creation of new situations,the examination of knowledge transfer,and the enhancement of the comprehensiveness of examination questions,we can ask the students to design the experiment scheme under specific conditions by presenting the drawing of biological regulation mechanism,principle and process.