基于知识深度理论的生物学新高考试题思维水平分析及命题建议  

Analysis of thinking level involved in biology test questions for the new college entrance exam based on Depth of Knowledge and suggestions for question design

作　　者：卢睿 张小勇[1] LU Rui;ZHANG Xiaoyong∗(College of Life Science of Sichuan Normal University,Chengdu 610101,China)

机构地区：[1]四川师范大学生命科学学院,成都610101

出　　处：《生物学教学》2025年第1期61-63,共3页Biology Teaching

基　　金：四川省教育厅四川师范大学基础教育课程中心重点课题“基于高中生物学新课标的新评价方式研究”,No.川KZ202302。

摘　　要：新高考重视培育学生思维。知识深度(DOK)理论依据不同能力表现划分思维水平,以可见行为动词外显思维发展过程,是评价学生思维水平的有效工具。基于DOK理论,对2020—2023年全国甲卷试题思维水平进行整体量化与局部质性分析。试题难度进阶为选择题考查低阶思维、非选择题考查高阶思维;侧重考查平常、策略思维:平常思维要求学生回忆陈述性知识,策略思维要求学生于情境中迁移知识,难度较大。建议命题时以单元形式考查知识、命题素材深于教材、重视科学素养培养。The new college entrance exam attaches great importance to training students'thinking.The Depth of Knowledge(DOK)theory is an effective tool to evaluate students'thinking level by classifying thinking level based on different performances and using visible action verbs to manifest the development process of thinking.Based on the DOK theory,this paper provides an overall quantitative and local qualitative analysis of the thinking level of test questions in the 2020-2023 national college entrance exam Paper A.The degree of difficulty of test questions is:multiple-choice questions examine low-order thinking,while non-multiple-choice questions examine high-order thinking.The focus is on ordinary thinking and strategic thinking.Ordinary thinking requires students to recall conceptual knowledge while strategic thinking requires students to apply knowledge to varied situations,which is more challenging.It is suggested that test questions should be designed around a unit and the materials in tests should be more challenging than those in textbooks,considering the importance attached to scientific literacy.

关 键 词：知识深度理论 思维水平 高考评价 高中生物学 

分 类 号：G633.91[文化科学—教育学]