Practical Research On Evaluating High School Students' Biological Science Research Ability

With the advancement of a new round of curriculum reform, scientific inquiry has gradually become a mainstream of biology teaching in the teaching mode and teaching idea. A large number of scientific inquiry activities to carry out also puts forward requirements to the evaluation of scientific inquiry abilities. But Investigation shows that the evaluation of most middle school students’scientific inquiry ability in our country is still using paper and pencil test single. As a traditional evaluation method, paper and pencil test can not effectively reflect the students’ real scientific inquiry ability. The most effective form of the assessment of scientific inquiry abilities accepted by international education sector is the field observation, but it requires a lot of manpower and material resources, which is not suitable for china’s national conditions. Worksheets, whose cost is lower has become a mainstream form of scientific inquiry ability evaluate in the world. However, such an effective way is seldom used in our country. Therefor, the study carried out a practical research of using worksheet evaluate high school students’biology scientific inquiry ability based on a thorough study of worksheet.First of all, the study analyzed the requirements of biology scientific inquiry ability for senior students from <Senior high school biology curriculum standard>, and then combing <Senior high school biology curriculum standard>analyzed the parts of scientific inquiry from the biology textbooks edited by Jiangsu Education publishing House. Based on the analysis, the study chose the specificity of the enzyme as the research task of scientific inquiry. Secondly, the author analyzed the ability of the scientific inquiry task, and designed the evaluation guidelines according to the existing PTA concrete evaluation index scale about biological science inquiry ability. Finally, the author chose three high classes from a high school in nanjing, 138students in total, using structural worksheet to carry out scientific inquiry activities. And then the author evaluated the students’ worksheet according to the evaluation guidelines. After the evaluation results came out, on the one hand the author processed the date of evaluation results, analyzed the problems students exposed through a worksheet; on the other hand the study compares the evaluation results with the observation results of teachers, analyzed the effectiveness of the evaluation of worksheet. At the same time, this study also put forward opinions and suggestions about the designing of worksheet, the selection of worksheet according to the scientific inquiry tasks and the using of worksheet.The study found that the evaluation results of worksheet and teacher through the interviews and field observation is generally consistent in putting forward question, making assumption, designing experiment plan, analysis of the experimental phenomenon and come to the experimental results. This suggest that worksheet can instead of field observation to a certain extent, and it is an effective and efficient way of evaluation of scientific inquiry ability. But the evaluation results in implementation of plan and express&exchange is different, which suggest that worksheet has limitations in the evaluation of implementation of plan and express & exchange. By analyze the evaluation results, we found that expression and communication ability is the weakness of high school students in different level of academic record. And students in different level of academic record has different level of scientific inquiry ability. By comparing the specific points of boys and girls we found that girls’ability of designing experiment plan and express&exchange is higher than boys, while the other ability has no obvious difference.