高考生物学试题科学思维考查分析及教学建议  

Analysis of college entrance exam biology tests'assessment of scientific thinking and teaching suggestions

作　　者：张潇 薛松 崔鸿[4] ZHANG Xiao;XUE Song;CUI Hong(Faculty of Artificial Intelligence Education,Central China Normal University,Wuhan 430079,China;Henan Test Question Preparation and Evaluation Center,Zhengzhou 450018,China;College of Life Sciences,Huaiyin Normal University,Huai'an 223300,China;School of Life Sciences,Central China Normal University,Wuhan 430079,China)

机构地区：[1]华中师范大学人工智能教育学部,武汉430079 [2]河南省教育考试命题与评价中心,郑州450018 [3]江苏省淮阴师范学院生命科学学院,淮安223300 [4]华中师范大学生命科学学院,武汉430079

出　　处：《生物学教学》2025年第4期66-68,共3页Biology Teaching

基　　金：2024年度河南省基础教育教学研究项目“高中生物学科学史情境教学实践研究”,No.JCJYC2408000803。

摘　　要：结合布卢姆认知过程维度对科学思维及相应的学业质量水平进行解读,并以2024年高考全国新课标卷第5题和第31题为例,进行科学思维的考查分析。分析发现,试题考查了“演绎与推理”“模型与建模”等,能区分处于不同科学思维水平的学生,同时注重“评价”“创造”等高阶思维的考查,分层次、多维度地考查了学生的科学思维。基于此,针对高中生物学课堂教学和学生学习提出建议,以促进生物学学科核心素养的培养。This paper interprets scientific thinking and corresponding academic quality levels by drawing on Bloom's cognitive process dimensions and use Questions 5 and 31 from the 2024 national college entrance exam based on the new course standards as the examples to analyze the assessment of scientific thinking.The analysis reveals that the test questions assessed“deduction and reasoning”as well as“models and modeling”,among others,which could distinguish students with different levels of scientific thinking.Meanwhile,the assessment focused on higher-order thinking skills such as“evaluation”and“creation”,designed to examine students'scientific thinking from multiple levels and dimensions.Based on this,suggestions are made for senior high school biology classroom teaching and learning to promote the development of core literacy in the biology discipline.

关 键 词：高考试题 科学思维 认知过程维度 教学建议 

分 类 号：G633.91[文化科学—教育学]