A Study On The Examination Of Scientific Thinking Literacy By Physics Questions In College Entrance Examination From The Perspective Of Key Competencies

The cultivation of students’ scientific thinking has always been very important in physics curriculum.The key competencies is the concentrated embodiment of the value of education.As one of the key competencies of physics,scientific thinking plays an important role in physics teaching in senior high school.The College Entrance Examination plays a role in selecting talents for colleges and universities as well as leading the direction of basic education.Its test questions closely follow the requirements of educational reform.Therefore,The research on college entrance examination questions has always been hot and valuable.From the perspective of key competencies,analyzing the physics questions in College Entrance Examination can help physics teaching in senior high school.This thesis mainly includes five parts:The first part: introduction.This part includes: analyzing the background of this research;summarizing the achievements of previous researches on "scientific thinking","physics questions of College Entrance Examination" and " scientific thinking in physics questions of College Entrance Examination";finding out the shortcomings of existing researches and the enlightenment for this research,so as to determine the content and method of this research.The characteristics of this study are that the method is rigorous and objective,the main object is up to date,and the content is more comprehensive.The second part is the theoretical study of scientific thinking.This part includes:(1)To clarify the connotation of "thinking","scientific thinking" and "scientific thinking from the perspective of key competencies " through reading literature.(2)This thesis compares and analyzes the scientific thinking in the curriculum standards of physics in senior high school before and after the proposal of key competencies,as well as the scientific thinking in the curriculum standards of physics and other subjects.And this thesis puts forward the characteristics of "scientific thinking" in physics.The third part: research design.The main research method of this study is content analysis.This part mainly includes:(1)Select the research object.In order to cover most regions and achieve the purpose of the study,the author selects 2016 — 2020 National Examination Physics Paper I as the object,so as to obtain the changes of the examination of scientific thinking literacy before and after the key competencies was proposed;In this thesis,Beijing,Tianjin and Jiangsu physics test papers from 2019 to 2021,as well as National Examination Physics Paper II from 2019 to 2020 and National Examination Physics Paper B from 2021 are selected as the research objects,so as to obtain the examination of scientific thinking literacy after the key competencies of physics was proposed.(2)Follow the steps of content analysis,this study determines each independent question in the examination papers as an analysis unit,and the analysis units of scientific thinking literacy are sample.After consulting the literature and consulting experts,the author formulates the screening rules of samples.(3)Determine the analysis categories: Category 1 is “elements of scientific thinking”.This category includes model construction,scientific reasoning,scientific demonstration,query and innovation;Category 2 is “question type”.This category includes single choice questions,multiple choice questions,experimental questions,fill-in-the-blanks,calculation questions and the others;Category 3 is “knowledge modules”.This category includes mechanics,electromagnetism,optics,thermal and atomic physics;Category 4 is “the context sources of test questions”.This category includes production and life context,natural context,physical problem context and other context;Category 5 is “the presentation methods of test questions”.This category includes text only,text and diagrams,text and charts,text and diagrams with charts;Category 6 is “ the level of elements”,which is divided into five subcategories from level 1 to level 5.(4)Sort out the test analysis framework.(5)Train coders,and then select part of the test questions for trial analysis.Solve the problems encountered in the trial analysis,and then complete the analysis and coding of the test questions.(6)Combined with the relevant requirements of content analysis,the reliability and validity of the coding results were tested to prove that this study has good reliability and validity.The fourth part: statistics and analysis of data.In this study,353 samples were selected from 498 analysis units.The coding results are statistically analyzed and the conclusions are as follows:(1)After the statistical test,it was found that there was no significant difference in the examination of scientific thinking literacy in the 2016—2020 National Paper I.The expert who made the test questions paid attention to the examination of scientific thinking before the key competencies was proposed.(2)From the aspect of scientific thinking elements,the selected subjects examine scientific reasoning most,followed by model construction,scientific demonstration less,and questioning innovation least.Beijing and Tianjin have an attempt to examine the questioning innovation,but other papers have no such examination.(3)From the aspect of factor level,in National Paper I,II and B,as well as Jiangsu physics test paper,level 4 is examined the most,level 3,level 2 and level 5 are less examined,level 1 is not examined.In Beijing and Tianjin,level 3 is examined more than level 4,level 2 and level5 are less examined,and level 1 is not examined.(4)From the characteristics of the test questions,the examination questions of scientific thinking literacy are more belong to mechanics and electromagnetism.These test questions are mainly multiple-choice questions and calculation questions.Most of them take physical problems as the test situation,and they are presented in the form of text and diagrams.The fifth part: appreciation of test questions and teaching suggestions.This part analyzes the reasons for the formation of statistical results from four aspects: model construction,scientific reasoning,scientific demonstration and questioning innovation.This part puts forward corresponding teaching suggestions combined with the appreciation of real problems,and emphasizes the integrity of scientific thinking literacy.