摘要
通过构建试题难度水平模型,对近三年陕西省中考生物学试题的深入分析比较,发现试题难度水平逐年提升的根本原因有:题目信息长度、试题呈现形式、规范作答要求、分值分配情况、情境新颖程度、概念考查层次、概念考查数量、考查目标水平、解题思维环节九个因素。启示教学中要强化题干信息的获取和深入理解、强化重要概念的生成与自主构建、强化生活实践的整合与迁移运用。
By constructing a model for analyzing difficulty levels,this study conducts an in-depth comparative analysis of the biology test in the Shaanxi Provincial Senior High School Entrance Examination over the past three years.It reveals that the increasing difficulty is primarily attributable to nine key factors as the length of question information,the form of presentation,the requirements for standardized answers,score distribution,contextual novelty,levels of conceptual assessment,number of concepts examined,target cognitive levels,and steps of problem-solving thinking.The findings suggest that in teaching practice,students’ability to understand and process question information,independently construct key concepts,and integrate and transfer knowledge to real-life context should be strengthened.
作者
赵书
黑花艳
张史玲
ZHAO Shu;HEI Huayan;ZHANG Shiling(Shaanxi Yan’an New Area No.1 Middle School,Shaanxi Province,Yan’an 716000,China)
出处
《生物学教学》
北大核心
2025年第7期66-69,共4页
Biology Teaching
关键词
试题难度
水平模型
教学启示
生物学试题
陕西中考
test difficulty
level model
teaching enlightenment
biology test
Shaanxi Province Senior High School Entrance Examination
