Research On The Design Of Biology Test Questions Based On The Theory Of SOLO Taxonomy To Evaluate Senior High School Students’ Scientific Thinking

Scientific thinking is one of the elements of the core literacy of biology discipline proposed in the “General High School Biology Curriculum Standards(2017 Edition)”.The development of students’ scientific thinking is an important content of the teaching quality evaluation of biology curriculum,and thinking is implicit and difficult to measure,which is one of the difficulties of biology teaching evaluation.SOLO Taxonomy is a qualitative evaluation theory based on grade division,which divides the level of thinking into five levels from simple to complex,and has potential application value in the evaluation of biological scientific thinking.This study carried out a research on the design of biology test questions based on SOLO Taxonomy to evaluate the scientific thinking of senior high school students,aiming to enrich the technical route of test question design to evaluate the scientific thinking,and provide reference for front-line biology teachers to measure and evaluate the scientific thinking of students.Methods: through the analysis of relevant literature,the feasibility of designing test questions that can evaluate scientific thinking under the guidance of SOLO Taxonomy is determined.Then,according to SOLO Taxonomy,the division of scientific thinking level in the “General High School Biology Curriculum Standards(2017 Edition)”,and the examination requirements of "four wings" in the “China’s College Entrance Examination Evaluation System”,the proposition model of "solo level-scientific thinking-four wings" is constructed.Taking the scientific papers related to biological content as the material,the test question framework is designed according to the proposition model,and combined with the proposition principle,three subjective questions for evaluating scientific thinking are compiled.After the completion of the test question formulation,it was reviewed by a number of experts and front-line teachers,and was modified and polished many times in combination with the experts’ suggestions.Some senior three students from three middle schools were selected for the test paper,and the quality of the test paper was analyzed by the reproducibility coefficient of Gottman scale,the difficulty and discrimination.Results:(1)the overall quality of the test questions was high: the three test questions were considered to have high content validity by experts;the reproducibility coefficients of Gottmann scale are greater than 0.95,which belongs to the perfect Gottmann scale,indicating that the solo level design of the test questions is reasonable;the difficulty is about 0.4～0.6,indicating that the difficulty is moderate;the discrimination degree is above 0.5,indicating that the test questions have high discrimination for students with different levels of scientific thinking.(2)Scientific thinking level: the subjects’ scientific thinking of senior three students is mainly at level three,followed by level two,and then level Four.The proportion of people at level one is the smallest;the scientific thinking of students in the experimental class is mainly concentrated in Level 3 and level 4,the parallel class is mainly concentrated in level 1and level 2,and the experimental class is higher than the parallel class.(3)The last modification of the test paper: Based on the quality test results of the test questions and the answers of the students,combined with the suggestions of experts,the author modified some expressions of the comprehensive questions of photosynthesis and respiration and genetic questions,and put forward three teaching suggestions according to the current situation of the students’ scientific thinking.Conclusion: under the guidance of SOLO Taxonomy,it is feasible to compile biology test questions to evaluate senior high school students’ scientific thinking.The overall quality of the three test questions compiled in this study is high;The test questions can better reflect the scientific thinking level of students with different learning abilities,but they have higher detection effectiveness for students with better learning ability.