Analysis And Reflection On The Biological Test Questions Of The National College Entrance Examination In

Education is the root of the state to improve a country’s powerful nationalinseparable from the overall quality. National higher education entrance examinationas a method of selecting talent to the country and the people have importantsignificance. Biology as compulsory subjects science students entrance, also cameunder scrutiny. Advances in the life sciences, human life sciences continuousexploration, but also on the examination of biological subjects had a positive impacton promoting the development of biology teaching.In this paper, the college entrance examination in2011-2013(curriculumstandards volume) questions of biological questions, and distribution of textbooks invarious parts of the knowledge point distribution, biology papers structural analysis.And make recommendations based on the forma consolidated college entranceexamination (curriculum standards volume) content analysis of the results ofbiological questions. In this paper, the use of traditional methods of analysis paperscomparative study approach to science comprehensive exam2011-2013(curriculumstandards volume) content analysis of biological questions. Study include:Analysis of the structure of biological papers, score and ratio of the first,2011-2013the college entrance examination (curriculum standards volume).Analysis of biological questions and questions its value ratio of thesecond,2011-2013the college entrance examination (curriculum standards volume).Analysis of the distribution of textbooks, scores and ratios biological questionsthird,2011-2013the college entrance examination (curriculum standards volume).Fourth,2011-2013the college entrance examination (curriculum standardsvolume) biological questions and score points for each part of the knowledge and rateanalysis.Based on the above analysis yields the following conclusions:1.Nearly three years curriculum standard volume (biology) papers structuralstability;2.Test questions varied forms, but discernable;3.The same point in examining diverse forms of knowledge, knowledge of non-multiple choice questions involving more;4.Graphics, mathematical models often appear in papers in;5. Focusing on experiments and knowledge and practice of combining test.This paper combines research, systematic teaching and learning to make fourrecommendations for biology teachers and science students:1.The importance of teaching materials to teach the basics, to lay thefoundation; 2.Focusing on the experimental knowledge of teaching;3.Concern daily life, biological knowledge discovery in life;4.To strengthen the graphics, tables, containing the coordinates of the curve toexplain the questions to improve students’ comprehensive analysis capabilities.