初中生物学业水平考试命题失误诊断例析  

Analysis and Diagnosis of Errors in Setting Biological Questions in Junior High School Biology Academic Proficiency Test

作　　者：于永 YU Yong(Teaching and Research Department of Lanshan District,Rizhao,Shandong,272800,China)

机构地区：[1]山东省日照市岚山区教学研究室,山东日照276800

出　　处：《教育与教学研究》2018年第5期104-108,128,共6页Education and Teaching Research

摘　　要：初中生物学业水平试题对教与学有较强的指挥作用,试题命制失误则会对教学产生显著的负向影响。初中生物试题命题失误主要表现为:题干信息不完整,无法得出相应结论;试题涉及复杂生理现象,题目参考答案不全面;混淆充分条件和必要条件;题干出现与解题无关的错误叙述;情景设计冗繁,偏离试题主题;对态度、观点、价值观的无效拷问。建议命题:避免创设没有价值的试题情景,明确纸笔测试本身的局限性,关注科学探究的考查,从而命制高质量的试题,以弥补尚未完善的教学评价机制,促进初中生物教学质量提高。The junior high school biology academic level test plays a remarkable guidance role in teaching and learning,and the errors in test questions will have a strong negative influence on teaching.Errors in setting biological test questions mainly include:First of all,the information is not complete in the description part,hence the corresponding conclusions cannot be drawn.Secondly,the physiological phenomenon is too complex,and the reference answers are incomplete.Thirdly,sufficient and necessary conditions are muddled together.Fourthly,some errors in the description which are unrelated to the problem solving have occurred.Fifthly,the situation design is complex and deviated from the theme of the test.SixtMy,invalid questions including attitudes,views and values are raised.Here are the proposals:Avoid creating worthless questions and recognize the limitations of the written test.Pay attention to the investigation of scientific inquiry in order to design high-quality tests and make up the teaching evaluation mechanism and promote the quality of high middle school biology teaching.

关 键 词：初中学业水平考试 初中生物学教学 生物试题命制 命题失误 

分 类 号：G633.91[文化科学—教育学]