| With the continuous reform of education,our country has entered a new era of "core literacy" orientation.In the biology assessment at the high school stage,there are two important measures to select talents,namely National Biology Olympiad for Middle School Students and National Unification of Admissions for Ordinary Colleges and Universities Exams,both of which are closely related.In the high school biology Olympiad system,the questions of China High School Biology Olympiad are open to the public and students have a high degree of participation.Therefore,studying the relationship and difference between China High School Biology Olympiad questions and the college entrance examination questions will help to promote the reform and development of middle school biology teaching.In view of the important position of "animal physiology" in the biology Olympiad and high school curriculum system,this paper takes the animal physiology questions in China High School Biology Olympiad and the national college entrance examination volume from 2007-2021 as the research object,using literature research methods,comparative analysis methods and so on,based on the SOLO Classification Theory,conducts a comparative analysis of the two from the three dimensions of the test form,knowledge content and thinking structure,aiming to obtain the characteristics and changing trends of the animal physiology test questions in China High School Biology Olympiad and the National college entrance examination volume.This paper analyzes the relationship and difference between the requirements of students’ knowledge and thinking level,and puts forward teaching suggestions and proposition for China High School Biology Olympiad and the college entrance examination.The main conclusions are as follows:1.In the dimension of test question form,animal physiology questions have a large proportion of scores in China High School Biology Olympiad and the national college entrance examination volume,and the change is small,9.14% and 18.59%respectively;in terms of information presentation,the test questions are all Mainly text narrative,college entrance examination questions is a little richer than the questions of China High School Biology Olympiad.In terms of context setting,both of them attach importance to the creation of contextualized test questions,and the relative proportion of contextualized test questions is relatively large and is increasing year by year,but the types of contexts have their own emphasis.The questions of China High School Biology Olympiad focus on life and health situations,in recent years,science and technology and research situations have been on the rise;the college entrance examination questions focus on experiment and inquiry and biological fact situations.2.In the dimension of knowledge content,the scope of the animal physiology test questions in China High School Biology Olympiad is wider than that in the college entrance examination,and seven thematic knowledge such as "blood and circulation","basic organization and movement system" are expanded,the physiological function and regulation process of animal organism were investigated systematically.From a practical point of view,the examination questions cover a wide range of subjects,but the focus is prominent.test questions in China High School Biology Olympiad focus on such topics as "nervous system and nerve regulation","blood and circulation" and so on,"nervous system and nervous regulation","endocrine system and body fluid regulation" and so on were examined in the college entrance examination,and the topics in the knowledge scope of the college entrance examination were examined frequently in the league matches mainly.From the characteristics of knowledge examination,the animal physiology examination questions pay attention to the fusion and intersection of the subject knowledge,but test questions in China High School Biology Olympiad are more in-depth and detailed.3.In the dimension of thinking structure,longitudinal analysis shows that the relative proportions of U-level and M-level in the animal physiology questions of the China High School Biology Olympiad show a significant downward trend,while the proportion of R-level and E-level questions shows an upward trend,indicating that the China High School Biology Olympiad requirements for students’ thinking level are increasing year by year;the proportion of the four types of thinking level test questions in the national paper has remained relatively stable,and the M-level test questions are the main ones,indicating that the test questions have moderate requirements for students’ thinking level.Horizontal analysis shows that before 2009,the animal physiology test questions of China High School Biology Olympiad had slightly lower requirements on students’ thinking level than the college entrance examination,and the selection focused on the examination of the accumulation of extracurricular knowledge;from 2009 to 2015,the structure distribution of SOLO was relatively close,and the two had a higher level of thinking.The requirements are more consistent;from 2016 to 2021,China High School Biology Olympiad’s requirements for students’ thinking level are significantly higher than the college entrance examination,which highlights the selection of China High School Biology Olympiad.According to the research results,the following suggestions are put forward for future competition counseling and college entrance examination preparation: for China High School Biology Olympic,it is suggested to use various teaching methods like virtual Simulation Laboratory to assist teaching,for animal physiology teaching in senior high school,it is suggested to return to teaching materials and construct knowledge network with "steady state" as the core,and pay attention to the creation of situation in teaching It is suggested that the structure of SOLO should be adjusted properly. |
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