The Development And Application Of The Ability Evaluation Scale For Junior High School Students To Raise Scientific Questions

Since the reform of the new curriculum,the cultivation of students' ability has become a hot topic in education,and the ability of students to raise questions has always been the focus of research in the field of scientific inquiry.The ability to raise scientific questions is an integral part of the ability of scientific inquiry.Train the ability of scientific questions is the first goal of developing scientific inquiry ability.The purpose of this study is to systematically and scientifically develop the ability evaluation scale of students to raise scientific questions,and apply it.It mainly follows the basic idea of "analysis-construction-verification-summary".The content analysis method,classroom observation method,interview survey method and other research methods are used to study the connotation and evaluation scale of students' ability to put forward scientific questions.This study defines the connotation of scientific problems and students' ability to raise scientific problems through the collation and analysis of literature.According to certain construction basis and principle,the PTA scale of students' ability to put forward scientific problems was preliminarily developed.After the expert consultation and the scale test,the PTA assessment scale of students' ability to put forward scientific problems was finally determined,which was constructed by three evaluation elements,five level-one indicators and fourteen level-two indicators,and the scoring criteria were coded.This study designed the task list of scientific inquiry,and selected two classes of students from two schools to test.Based on the analysis of the measurement results,it was found that the main existing problems include: ignoring the cultivation of students' question awareness;Students analyze the situation from a narrow perspective,it is difficult to break through;The students' questions are not scientific.According to the three aspects of "Dare to ask,Will ask,Be able to ask",the researcher formulated the following teaching strategies: Use the textbook and ask questions;Create the environment to set questions,guide the question;Special topics,scientific questions.Finally,four strategies are proposed to improve students' ability to ask scientific questions by using the evaluation scale:1.Strategy of putting scale in front;2.Strategy of putting scale behind;3.Strategy of forming scale first;4.Strategy of forming scale after.This research has certain theoretical and practical significance.Theoretically,it can not only enrich the theory of evaluation of scientific inquiry,but also expand the perspective of evaluation of scientific inquiry.In practice,on the one hand,it is beneficial to promote the growth of students,on the other hand,it is beneficial to promote the improvement of teachers' education level.