Construction And Empirical Research On The Evaluation System Of High School Biological Science Thinking

In 2017,the new curriculum standards propose a new learning evaluation including three demands: the attention to the overall development of students,multiple evaluation methods,and the achievement of evaluation diversity,which means new evaluations not only should pay attention to students' learning outcomes,processes,methods,and the grasp of basic knowledge and basic skills,but also the ability of students demonstrated in learning activities,and the development of emotional attitudes and values.The use of diversified evaluation methods,evaluation of subject construction process evaluation system,and more objective and fair evaluation is the key of this study.The new curriculum standards propose to cultivate students' four key competences: views of life,scientific thinking,scientific inquiry and social responsibility.This paper investigates the development of the four key competences of high school students through questionnaires.The results show that:(1)Most students are interested in biological learning;(2)Freshmen have abundant basic biological knowledge;(3)Scientific thinking of students needs to be improved;(4)Scientific awareness and scientific attitudes of students still need to be strengthened.Scientific thinking is of great importance among the four key competences.Therefore,how to evaluate the degree of achievement of students' scientific thinking has become the emphasis of biology curriculum teaching.Due to the three features of scientific thinking including dynamics,implicitness and the permanent influence of students,it is of great difficulty to conduct objective externalization evaluations.Based on the analysis of the questionnaire and the scientific thinking types of compulsory biological textbooks,this paper constructs a set of objective evaluation system that can make scientific thinking explicit by using literature research method,questionnaire survey method,experimental research method,classroom observation method,Delphi.Law,case tracking method and data processing method.The system covers “knowledge transfer,critical thinking,deduction and reasoning,creative thinking,induction and generalization,comparison and classification,model and modeling”.Based on this,the expert survey method is used to determine the evaluation criteria,and the weight ratio is adjusted according to the curriculum arrangement.The evaluation scale obtained has the characteristics of timeliness,comprehensiveness and development.It can accurately evaluate the development of students' scientific thinking and help students to find the problems in study from the feedback,then students can improve the problems continuously.This evaluation system focuses on the procedural results of student development.It can accurately assess the development of students' scientific thinking while helping students to find problems from the feedback learning results and improve them continuously.In the experimental process,according to the grades of the first test of the semester,the author selects two classes with the similar grades as the experimental class and the control class.Implements the process evaluation in the experimental class,organizes the scores of the whole class and the case study object in each of the evaluation,and analyzes the change trend.Finally,the post-test volume is used to evaluate the differences in the scientific thinking between the experimental class and the control class.It is concluded that:(1)According to the change trend,the implementation of process evaluation is effective for the development of scientific thinking and learning attitudes of the students above average.(2)Post-test results shows significant differences between the experimental and control classes,which proved that the evaluation scale constructed in this paper can effectively improve students' scientific thinking.The comprehensive experiment results show that compared with the final evaluation,the construction of scientific thinking process evaluation scale is more conducive to the future development of students.The scientific thinking process evaluation scale in this paper enriches the theoretical research of evaluation of biology education,which helps to promote the implementation of biology curriculum reform,meets the needs of students' all-round development,and is conducive to the cultivation of students' biological key competences.