Situation Analysis On College Entrance Examination Biology Test Questions Based On Social Responsibility

Moral composition is integrated into all steps and fields of education.Curriculum reform and examination reform emphasize the orientation of educating people.Therefore,Senior middle school biology teaching needs adaptive change.The concept of college entrance examination proposition has changed from the traditional examination of“knowledge” to the comprehensive examination of “value,literacy,ability and knowledge”.Social responsibility is the concentrated embodiment of values and moral components in the core literacy of biology,which is compatible with the core value guidance of college entrance examination proposition.Situation is the examination carrier of knowledge,ability and literacy,which can be used as the entry point for systematic test analysis and application of test questions to teaching.By analyzing the examination and penetration of social responsibility in the test questions and the situational characteristics of the social responsibility test questions,the educational orientation and value orientation of the test questions can be excavated.It can inspire the cultivation methods of social responsibility literacy,explore the path of coordinated development of teaching and examination and play the core function of college entrance examination of guiding teaching.This study has analyzed the biological college entrance examination questions in Hubei Province in recent five years based on social responsibility.The specific research situation and results are as follows.Study 1: The social responsibility level of situational infiltration has been divided according to the curriculum standards.The social responsibility level of test task has been divided according to the internal logic of the formation of social responsibility.From the two dimensions of situational penetration and task examination,this study has analyzed the social responsibility test questions,and summarized the changes and characteristics of the overall situation,social responsibility examination and penetration of the biology college entrance examination questions in Hubei Province in recent five years:(1)From the national volume II to the Hubei volume test questions,the structure changed significantly and the examination capacity increased.(2)For social responsibility situations,the number tended to increase and the themes tended to diversify.(3)The number of test questions infiltrating high-level social responsibility has increased year by year.(4)The situational task was mainly based on low-level examination and also put forward demand of high-level examination.It was indicated that the level of social responsibility literacy cultivation is improved which guides to create social responsibility situations in teaching.Study 2: Based on the “situation typology”,the framework of biological test situation analysis has been constructed on the method of questionnaire survey and expert consultation.Applying the framework of test situation analysis,this paper has analyzed the social responsibility test questions from three dimensions: discrimination parameter,content parameter and dressing parameter,and summarized its distribution characteristics in choice questions and non-choice questions.(1)The characteristic results of discrimination parameter are as follows.Firstly the themes of the situation involved production practice,ecological environment,healthy life,social issues and so on,among which the production practice theme situation is the most.Secondly,the known conditions were not limited to the form of pure text,but also combined with pictures and tables.Thirdly,non-choice questions were more open including multiple task types.(2)The characteristic results of content parameter are as follows.Firstly,solving multiple-choice questions required the integration of factual knowledge and conceptual knowledge with multi-point structure and the achievement of application and analysis goals,which mainly examines students’ understanding ability.Secondly,most of the non-choice questions have slightly higher ability requirements than the choice questions.It required to integrate factual knowledge,conceptual knowledge and procedural knowledge with relational structure and achieve analysis objectives.Thirdly,solving some non-choice questions required to use metacognitive knowledge to achieve the goal of evaluation and creation which examines a variety of key ability combinations.(3)The characteristic results of dressing parameter are as follows.Firstly,the examination content and the test situation were integrated with each other.Secondly,the same situation permeated multiple core values.It was indicated that the social responsibility test has a high degree of contextualization and medium requirements for ability,which is suitable for adapting to construct a teaching situation.Study 3: This study has constructed a teaching situation creation process based on test situation analysis.(1)Select the target test questions according to the teaching objectives.(2)Analyze the situation structure and grasp the core of the situation.(3)Analyze situational parameters and grasp situational characteristics.(4)Reconstruct support tools and enrich teaching situations.(5)Reflect on the perfect situation through teaching practice.It has formed two cases of application situation creation process in teaching practice.In the cases,the adaptation situation social responsibility penetration level and task examination level was raised to four levels,which effectively realized the teaching goal.It was indicated that the creation process can realize the introduction of test situation into teaching and promote the development of students’ social responsibility to a high level.This study has explored the situational analysis method of biological college-entrance examination questions and analyzed the characteristics of social responsibility questions.To a certain extent,it enriched the research on teaching evaluation and social responsibility from the perspective of test analysis.The analysis results of the test questions and the cases of situation creation provided a reference for senior middle school biology teaching and further play the function of college entrance examination of guiding teaching.