Design Research On Biological Open-ended Exam Questions In Junior Middle School

With the gradual deepening of the eighth curriculum reform, the new curriculum concepthas permeated all aspects of the basic education, education evaluation is one of influentialaspects. Compared with the traditional biological questions in junior high school, biologicalopen-ended exam questions are characterized by situational authenticity, synthetic content anddiversified evaluation, so it is more suitable for examining the students’ thinking ability,innovative consciousness and practical ability, and it more truly presents students’ affection,attitude and values.To begin with, the paper discusses the definition of the open-ended exam questions andsummarizes, that open-ended question is one of the classes of subjective questions. It has thecharacteristics of incomplete condition, diversification of solving problem and open-endedanswer. In the process of paper-and-pencil tests, students should think and explore from all ofthe levels and angles. Next, author combs the types, functions and features of the biologicalopen-ended exam questions, it is concluded that biological open-ended exam questions havethe function of evaluation, guiding and the characteristics of situational authenticity, syntheticcontent diversified evaluation and so on. Besides, author statistically analyses open-endedexam questions in the ten copies of biological papers of senior high school entranceexamination from2008to2013in cities Weihai and Yantai. Through statistics from theaspects of quantity, distribution of knowledge point and examination target, author analyzesthe characteristics of biological open-ended exam questions in senior high school entranceexamination, thus it is concluded that the open-ended questions have some disadvantages,such as a smaller number of open-ended questions involving in knowledge related to STS andit’s lower openness. Finally, using the method of combing theory with practice, the design andevaluation of questions are studied. And author selected one class in junior high school andcarried on a test. The experimental results show that the biological open-ended examquestions are suited to evaluate the students’ comprehensive ability. Applying the method ofSOLO classified evaluation could better evaluate the biological open-ended exam questions injunior high school.