Study On The Application Of In-class Test In Biology Teaching In High School

Test evaluation is an important means to achieve multiple teaching objectives in secondary school teaching.There are more forms and types of tests,and previous studies have mostly focused on large stage tests,with little research on small tests,such as accompanying tests.The accompanying tests include pre-tests,mid-tests and post-tests,and the roles played by different tests are different.Based on the literature review and the survey method and action research method,this paper tries to design accompanying tests(pre-tests)that match the teaching objectives,focusing on whether the pre-tests promote students’ timely consolidation of what they have learned,promote the articulation and embedding of pre and post courses,try to reduce after-school homework,and reduce students’ after-school burden,and has achieved the following research results:1.The interview method was used to understand that the vast majority of teachers in the internship schools had positive attitudes toward the accompanying tests and believed that they had a positive countervailing effect on the teaching of biology.Student questionnaires were designed and tested for reliability and validity.2.The initial innovative construction of the classroom test(pre-test)question type,evaluation methods and time control,and focus on the connection with the new class teaching.The question types are mainly multiple-choice,judgment and fill-in-the-blank questions,one or two kinds of questions are appropriate for each test,and the difficulty is not too great;the evaluation method is group evaluation and teacher evaluation,and the group leader will organize the group members’ answers into the test evaluation form,and the teacher will make the students’ files;the time control is about 5minutes.3.The accompanying tests(pre-tests)were carried out in the module "Molecules and Cells" in Compulsory 1 of high school biology to connect with each other.The following teaching cases were selected for demonstration: "Passive Transport(Lesson 1)" → "Passive Transport(Lesson 2)" → "Active Transport and Cytokinesis","Principles and Applications of Cellular Respiration(Lesson 2)" was prepared according to the content of Lesson 1 in the immediately preceding class,with 2 minutes of independent review and 6minutes of quick test completion,review to introduce the new lesson,urge students to review in time for the class,achieve multiple objectives,and the Case implementation effect reflective summary.4.After four months of practical research,the results from the before-and-after questionnaires showed that the differences in learning achievement,learning interest and learning habits between the two experimental classes before and after teaching with the accompanying test were significant(p < 0.05),and learning ability was significant only in one class and not in the other.Students’ learning interest,learning habits and academic performance in biology were significantly improved in both classes.The use of accompanying tests can make knowledge consolidation and review from passive to active.The introduction is more impressive and can achieve a comprehensive and purposeful in-depth introduction.The degree of knowledge mastery is more solid,which helps to achieve the teaching objectives in a solid manner in biology teaching.Throughout the implementation process,extra-curricular assignments are reduced and the burden of students is lightened.Due to the short duration of this practical study,further research is needed on the effects of the pre-test and mid-test and post-test of the accompanying test.