| In November 2019,the Ministry of Education released the "Opinions on Strengthening the Design of Questions for Junior High School Scholastic Proficiency Tests",which clearly states that "test questions should focus not only on testing basic knowledge and skills,but also on testing thinking processes,creative and innovative awareness and the ability to analyze and solve problems".By the integration and application of the knowledge in the context of problem posing,the analytical thinking patterns and innovative problem-solving skills can be demonstrated.Therefore,it is of vital importance to design the context of questions in the examination papers of the SHSEE(senior high school entrance examination),which will be an important breakthrough in deepening the content reform of the examination in the new era.It is also of significance to study the context of SHSEE physics test questions,which can not only clarify the characteristics of the design of physics test question context,but also understand the trend of the test question context,helping the frontline teachers to better formulate physics test questions.This study takes the context of the Chinese examination physics test questions as the anchor point,and is based on the contextual typology of Belgian educator Xavier Roegiers,on which the secondary dimensions in the contextual typology are reconstructed by combining the findings of existing studies and the characteristics of the Chinese examination physics test papers for the subjectification of Chinese examination physics,and using questionnaires to obtain the opinions of other researchers,and then combining the suggestions of the researchers to obtain an operable focus on the Chinese examination.A framework for contextual analysis of test questions in physics papers was obtained.The final framework is a contextual analysis framework with three primary dimensions and twelve secondary dimensions for the Physics paper in the SHSEE.The specific framework is:(1)discriminative parameters: natural and constructed features of the context,subject area,parenting objectives,expected response style,nature of known conditions,openness of the context,contextual themes;(2)content parameters: core literacy involved,independence of the question,contextualization of the question degree;and(3)dress-up parameters: the diagrammatic presentation of the situation,the processing of information and known conditions to be performed.A total of 85 sets of national Chinese examination physics papers from 2017-2021,which were written at provincial level,were then selected as the sample for the study,and the national papers were divided into three categories according to regions: East,Central and West,and the sample was quantitatively analyzed using a reconstructed analytical framework using the textual analysis method.Based on the quantitative analysis of the contexts of the Chinese physics examination questions,this study proposes strategies for the development of contextualized test questions in junior high school physics:(1)creating natural contexts: creating natural contexts that meet students’ cognitive level and creating contexts with scientific nature;(2)enriching contextual themes: broadening channels to explore material resources and exploring interdisciplinary contextual materials;(3)presenting conditional information: selecting appropriate forms of presentation and setting appropriate(4)focus on problem setting: focus on the combination of problem tasks,contexts and knowledge and skills,and design diverse problem task forms;(5)bring into play nurturing values: select contextual materials with nurturing values and set problem tasks with nurturing effects.According to this study,the current characteristics and development trends of the contextualized test questions in each region are presented,and the focus of the test questions in each region is compared to provide data support and effective strategies for question designers to develop contextualized test questions for junior secondary school physics. |
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