| The "General High School Physics Curriculum Standards(2017Edition,2020 Revised Edition)" clearly points out that creating real situations with diverse types,a certain degree of complexity and openness as task situations for test questions is the key to evaluating students’ core literacy in physics.At the same time,the "Explanation of China’s College Entrance Examination Evaluation System" also emphasizes that the "four layers" examination content and the "four wings" examination requirements are achieved by creating problem situations and situational activities.Based on the situational typology of Xavier Roegiers,and based on the context analysis framework of Jia Yuanjie’s physics questions,this study randomly selects three sets of questions from the physics papers of the college entrance examination in various provinces in recent years to simulate the analysis framework,and continues to refine some dimensions of the analysis framework according to the test results,so that the characteristics of the test situation are more clear and the situation analysis is more operable.A total of 37 sets of physics papers in the college entrance examination physics subjects in various provinces from 2020 to 2022 were selected as research samples,and the content analysis method and comparative research method were used to carry out comparative research,analyze the characteristics of the situation design of each paper,and compare and summarize the similarities and differences between them,in order to understand the current situation of the physics paper question situation in the college entrance examination in China in the past three years,discuss its enlightenment for guiding the creation of teaching situations,give play to the role of college entrance examination evaluation in teaching,and promote the implementation of core literacy cultivation in teaching practice.The conclusions of this study are as follows:First,Current situation of scenario design of physics paper questions in college entrance examination in various provinces in the past three years:(1)In terms of discrimination parameters,the average proportion of questions in "life practice situation" is smaller than that in "learning exploration situation".The average proportion of contextual topics were "textbook examples",while the average proportion of "environment and nature" and "history of physics" were the least.In expected assignments,"answer selection" and "problem solving" accounted for the largest proportion on average,while "explain phenomenon","explain conclusion","describe induction" and "make suggestions" accounted for a relatively small proportion.On average,"closed" type questions accounted for the most,up to more than 60%,"semi-open" type questions accounted for the second,and "open" type questions accounted for the least,less than 4%.The nature and dimension of known conditions are covered by four types of questions in all kinds of papers,and the design of questions is rich.(2)In terms of content parameters,most test papers covered more than0.6 knowledge modules.Most papers used more than 0.5 formulas.The proportion of "complex cognitive activity" is higher than that of "single cognitive activity",and the proportion is more than 60%."Model construction","scientific reasoning","scientific inquiry" and "problem solving" types of test questions used in ability or literacy appeared in every set of test papers,and the average proportion was relatively large.The questions of "explaining phenomenon","explaining conclusion" and "scientific demonstration" accounted for relatively few on average,and did not appear in some provinces,while the questions of "scientific questioning" did not appear.There are very few questions that test attitudes in all kinds of papers.The proportion of questions of the "independent from each other" type is greater than that of the "based on the former" type.For questions containing multiple questions,the latter questions can only be conducted on the basis of first solving the former questions,that is,"the latter is based on the former".The correlation between question situation and question in all kinds of test papers is highly correlated.(3)In terms of dressing parameters,the average proportion of "text +chart" type questions in all kinds of papers is higher than that of "text only" type questions,and the average proportion of "text + chart" type questions is more than 60%.In terms of the nature of known conditions,"obviously there is no need to change" of known conditions accounted for the largest proportion on average,"concealed need to change" of known conditions accounted for a certain proportion,and "disturbed known" types of questions only appeared in Shanghai,Beijing,Shandong,Jiangsu and Guangdong papers.Based on the above research,the following changes can be tried for the designer of the test situation:(1)Life practice situation questions with "environment and nature" and "history of physics" as the context themes can be added to the physics paper,so as to increase the proportion of life practice situation questions in the test paper;(2)Try more questions such as "explain the phenomenon","explain the conclusion","describe and induct","make suggestions","show attitude",etc.,and provide flexible reference answers to increase the openness of the test situation;(3)Try more "scientific argument" and "scientific questioning" types of test questions,test students’ ability to make novel speculations and assumptions and make careful arguments,and encourage students to explore new methods and have the courage to innovate;(4)The presentation of some known conditions can try more pure text form,so as to increase the concealment of information and retain the original appearance of physical phenomena,thereby increasing the correlation between the situation and the problem.Second,the creation of physics teaching situationsBased on the discussion of relevant dimensions,the following points can be noted for creators of physics teaching situations:(1)Follow the curriculum standards,create typical problem situations,and deepen students’ understanding and mastery of basic concepts and basic laws.Return to teaching materials and strengthen the emphasis on simple situations in daily teaching.(2)Open up inside and outside the classroom,closely combine the reality of life to create situations,and guide students to understand natural phenomena and understand life situations from a physical perspective.(3)Pay attention to the innovative transformation of situations,and students use knowledge to solve problems in novel situations to achieve the cultivation of transfer ability.(4)Try to set questions from different angles or from different levels around the same situational theme,attach importance to students’ deep understanding of knowledge,and attach importance to the cultivation of all students’ abilities. |
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