Research On The Evaluation System Of High School Biological Life Concept Literacy Focusing On Big Idea

The current era of knowledge economy is facing the impact of information globalization.Countries and regions around the world are beginning to think about what kind of talents are needed in the current era.The core literacy framework of the 21 st century came into being.Based on China's national conditions,domestic governments and scholars have proposed the construction of core literacy mines for Chinese students and gradually implemented them into basic disciplines.In the subject of biology,the Ministry of Education officially released the Standards for Biology Curriculum for General Senior High Schools(2017 edition),in which the core literacy of biology disciplines was formally proposed,including the four dimensions:life concepts,scientific inquiry,scientific thinking and social responsibility.Among them,the life concept highlights the unique educational value of the biology course,which is a key literacy and core ability necessary for students.The big idea is the backbone knowledge of biology in the core position of the subject,which is closely related to the life concept.This research revolves around the life concept,taking the big idea as the starting point,along the lines of why,what,how,and how to develop the evaluation system of the concept of life concept at the theoretical level and the evaluation of the concept of life concept at the practical level.Basically achieved the expected research goals.This study takes high school students who participated in biological selection as the research object,uses quantitative research as the main research method,combining with the Delphi method,literature research method,and questionnaire survey method to construct an evaluation system of life concept literacy.The development of the evaluationsystem is mainly divided into two stages.First of all,preliminary construction of the evaluation indicators and weights of high school biological life concept literacy,use the Delphi method to evaluate the reasonableness of the indicator system and its weight coefficients,the index weights were revised to finalize the evaluation index system focusing on the concept of high school biological life literacy focusing on big concepts.Then,referring to the international literacy assessment tool,an assessment tool based on assessment questions was developed.Analyze the coefficients of validity,reliability,difficulty,and discrimination of the assessment papers to modify and adjust the assessment papers through a small sample test.Finally,the optimized test paper is used for large-scale testing to analyze the overall performance of life concept literacy and the performance of various dimensions.The assessment of the concept of life literacy is the prerequisite for the development and improvement of the concept of life literacy,and it is also the focus of achieving the goals of the biology curriculum.This research mainly draws the following conclusions:(1)The concept of life and the big concept are complementary to each other.The big concept is an integral part of the life concept;the big concept is the teaching content to realize the concept of life;the big concept is the way to reach the concept of life.(2)Through the Delphi method to revise and test the initially constructed evaluation index system,finally determine the life concept literacy evaluation framework including 4 first-level indexes,12second-level indexes,47 third-level indexes and their weight coefficients and advanced levels,forming A precise and effective evaluation index system of life concept literacy was developed.(3)Through two rounds of small sample test inspection and revision of the evaluation paper,the final evaluation tool has good stability,good effectiveness,moderate difficulty,and can effectively distinguish the testee,developing a scientific and reasonable concept of life Literacy assessment tool.(4)Taking the evaluation index system of life concept literacy as a guide,adopting the paper-and-pencil test method of developmental evaluation orientation in a real situation to carry out the evaluation research of life concept literacy.Students' life concept literacy is mainly concentrated in level two and level three;there are significant differences in the performance of life concept literacy among the three types of schools;the level of life concept literacy is uneven,with the highest level of development in structure and function,The level of development of the concept of evolution and adaptation is the lowest.There is a significant difference in the development level of students in the evolution and adaptation concept and the steady state and balance concept,and there is no significant difference in the development level of the structure and function concept and the material and energy concept.