Development And Practice Of The Evaluation Tool For High School Students’ Biological Learning Engagement

Entering the new era,China’s education career has been developing continuously.In order to implement the fundamental task of "building morality and cultivating people" in education,Chinese students’ development of core literacy lists "independent development" as one of the basic connotations,and cultivating students’ ability of independent development requires students’ efficient learning input.Therefore,researches on high school students’ biological learning engagement can help teachers improve teaching strategies and improve students’ biological learning achievements.Based on the characteristic of biology in high school,this study focuses on the following research questions: What is the structure of biology learning engagement model for high school students? How to evaluate high school students’ biological learning engagement? What is the current situation of high school students’ biological learning engagement?Based on the above problems,firstly,this study combs the relevant research results at home and abroad,and constructs the structure model of biological learning engagement of high school students based on the internationally mature learning engagement model.Then,within the framework of the model,a high-quality biological learning engagement evaluation scale for high school students was developed through three rounds of tests using expert consultation,questionnaire survey and data analysis.Finally,a questionnaire survey was carried out using the developed biological learning engagement evaluation scale for 308 senior high school students to study the current situation of the subjects in the overall and various dimensions of biological learning engagement,and to analyze the differences of high school students’ biological learning engagement under different influential factors.The model of high school students’ biological learning engagement finally constructed in this study includes four dimensions(behavioral engagement,cognitive engagement,emotional engagement,and social engagement)and seven indexs.The developed scale of high school students’ biological learning engagement has high reliability and validity.The results of the questionnaire survey show that the overall and all dimensions of the biological learning engagement of high school students are at a "good" level,the score rate of the behavioral engagement dimension is high,followed by the cognitive engagement dimension and social engagement dimension,and the score rate of the emotional engagement dimension is low.In the analysis of biological learning interest,teacher support perception and family socio-economic status,different groups of high school students have differences in the overall and various dimensions of biological learning engagement;in the analysis of gender,grade,examination intention,biological learning self-efficacy and parental management style,different groups of high school students have differences in the overall and some dimensions of biological learning engagement;in the analysis of biological activities participation,there are no differences between different groups of high school students in the overall and various dimensions of biological learning engagement,but there are differences in the "love" index of the emotional engagement dimension.