Analysis Of Core Concepts In The General College Admissions Examination (biology Paper)

In the era of knowledge explosion,facing the new requirements of improving national quality and personnel training quality,facing the new situation of the basic popularization of high school education in China,the teaching research on core concepts has gradually attracted the attention of educators.In addition to the function of selecting talents for colleges and universities,there is no doubt about its guiding function.In many kinds of biology college entrance examination papers,we pay attention to the examination of students’ biological core literacy.The examination evaluation gradually weakens the memory of factual knowledge,and focuses on the understanding and application of core concepts.Therefore,through the analysis of the entrance examination(biology paper)questions in Colleges and universities,it is helpful for the front-line teachers to grasp the core concepts accurately,pay attention to the teaching of the core concepts,and then develop the students’ core literacy.In this study,literature research and statistical analysis are used to systematically elaborate the research status of "core concept" at home and abroad.Based on the previous definition of the core concept,the biological core concept of five modules in the high school stage is combed out.Taking the 2017-2019 Tianjin volume,Beijing volume and national volume as samples,this paper makes statistical analysis on the assessment content and form of the core concepts in the biological volume,summarizes the assessment characteristics of the core concepts in the general college entrance examination(biological volume),and puts forward a series of solutions.Based on the analysis of the test paper,this paper summarizes the following characteristics of the assessment of the core concepts:(1)the coverage rate of core concepts in biology papers of college entrance examination is moderate and the key points are prominent;(2)Tianjin volume and Beijing volume focus on checking the understanding and application of core concepts in real problem situations;(3)the biology test questions in Beijing paper are more open and pay more attention to the process of knowledge acquisition;(4)in the process of experiment design and exploration,we should strengthen the transfer and innovation of core concepts;(5)it is helpful for students to form correct knowledge structure.In view of the above characteristics,the corresponding suggestions are put forward for teachers,students and schools: teachers should consolidate basic teaching,deal with the relationship between key points and nonkey points;attach importance to experimental inquiry teaching;use situational teaching to promote the formation of students’ core concepts.Students should be good at using concept map to build core concept knowledge system.Schools should strengthen the support of core concept teaching.