复杂问题解决能力是未来社会发展所需创造性人才必备的核心素养和关键能力。以生物学科为背景的复杂问题解决能力，是生物学科核心素养的重要内容和基本要求，是中学生物学教育的主要能力目标。相比于复杂问题解决，学科复杂问题解决研究基础薄弱，成果有限，生物学复杂问题解决研究更甚。问题解决能力研究已得到心理学、教育学界的重视，但复杂问题解决能力、学科复杂问题解决能力相关问题尚待系统探讨。基于此，本研究涉足生物学复杂问题解决这一学科复杂问题解决领域，以生物学复杂问题解决能力为研究对象，以能力测评为研究方向。
本研究对相关核心概念进行界定如下：生物学复杂问题是指以生物学科为背景，基于真实生活情境，与其他学科或领域相联接，结构具有一定不良性的问题。生物学复杂问题解决指以生物学知识、技能为主要工具，为寻求生物学领域复杂问题指向性、目标性状态而发生的心理和行为表现。生物学复杂问题解决能力指主要运用生物学知识、技能解决生物学复杂问题过程中，发挥作用的认知因素和非认知因素组成的个性心理特征系统，具有综合性和结构性。
基于文献研究和理论分析，本研究建构起生物学复杂问题解决能力框架，由认知能力和非认知能力两部分组成，认知能力包括问题表征、知识运用、科学推理、方案设计、实践操作、元认知6项能力要素，非认知能力包括社会责任、科学兴趣、期望-价值信念、意志品质4项能力要素。认知能力在生物学复杂问题解决中起主导、核心作用，非认知能力是其动力支持，两者相互作用，共同促成生物学复杂问题成功解决。以此为基础，对生物学复杂问题解决能力10项要素划分水平等级，形成生物学复杂问题解决能力测评框架。采用专家调查法，广泛征求意见和建议，对生物学复杂问题解决能力指标体系加以修正、完善，并验证其科学性、合理性和完整性。梳理生物学复杂问题解决能力测评的理论依据，确立过程与结果相统一的测评取向，参考PISA测评结构和智力三维结构模型，形成生物学复杂问题解决能力测评情境、知识、认知能力、非认知能力四维结构模型，并将生物学复杂问题解决能力测评分为特定情境激发、非认知能力支撑、过程认知能力证据收集判定、问题解决结果认定评判、结果与过程联系分析五个步骤。从情境和问题两个视角，设计生物学复杂问题解决能力测评任务，提出情境设计的原则、策略和方式，从学科整合联结、结构不良两个方面设计生物学复杂问题。
充分吸收和借鉴国内外问题解决能力、复杂问题解决能力测评经验，开发生物学复杂问题解决能力测评工具。遵循生物学复杂问题解决认知能力框架指引，按照大规模教育测评工具开发的理论、流程、范式和要求，编制出生物学复杂问题解决认知能力纸笔测试工具，经专家评审、小范围预测试、学生访谈、专家论证、较大范围预测试等程序反复检验、修改，形成科学、完善、适切的纸笔测试工具，制定评分标准，并经专家论证，建立具体的评价标准。将情境判断测验与量表法相结合，遵循生物学复杂问题解决非认知能力框架指引，构筑复杂问题解决情境题组，初步编制生物学复杂问题解决非认知能力测评量表，经专家评定、学生访谈、预调查等环节迭代修订，并对其进行信、效度检验，形成信效度较好的测评量表。
统筹运用纸笔测试和测评量表探查中学生生物学复杂问题解决能力水平状况，研究发现：中学生总体具备较好的生物学复杂问题解决认知能力，其中问题表征、知识运用、方案设计维度表现较好，科学推理、元认知维度表现一般。中学生生物学复杂问题解决认知能力水平分布与问题表征、知识运用、科学推理、方案设计、元认知五个维度的水平分布基本保持一致。生物学复杂问题解决认知能力及各维度在不同的地区、不同水平的学校、不同年级之间存在显著的差异，但在性别之间不存在显著的差异。中学生总体具备中等水平的生物学复杂问题解决非认知能力，该能力在不同年级、性别之间存在显著差异，在不同地区、不同水平学校不存在显著差异。从各维度来看，社会责任处于较高水平，科学兴趣、期望-价值信念、意志品质处于中等水平。社会责任在不同地区、年级、性别之间不存在显著差异，在不同水平学校之间存在显著差异。科学兴趣在不同地区、不同水平学校、不同性别间不存在显著差异，在不同年级之间存在显著性差异。期望-价值信念和意志品质在不同地区、不同水平学校之间不存在显著差异，在不同年级、性别间存在显著差异。从认知能力和非认知能力的相关性分析结果来看，中学生的非认知能力与认知能力之间存在显著性的极弱相关。对认知能力和非认知能力进行线性回归分析，发现非认知能力能够显著预测认知能力水平表现，回归系数较低。对不同非认知能力水平的学生群体进行差异性检验，发现在不同的非认知能力水平的学生群体中，其认知能力及各个要素之间不存在显著性的差异。参照研究结果，可以为培养中学生生物学复杂问题解决能力提供依据，奠定基础。

The ability to solve complex problem is the essential core quality and key ability of creative talents needed for the future social development. The ability to solve complex problem with the background of biology is an important content and basic requirement of the key competencies of biology and the main ability goal of biology education in secondary school. Compared with complex problem solving, the research foundation of subject complex problem solving is weak and the results are limited, and the research of biology complex problem solving is less. The research on problem-solving ability has been paid attention to by psychology and educational field, but the related problem of complex problem solving ability and discipline complex problem solving ability need to be systematically discussed. Based on this, the research is involved in the discipline of biology complex problem solving in the field of complex problem solving. It takes the biology complex problem solving ability as the research object and the ability evaluation as the research direction.
In the research, the relevant core concepts are defined as follows: biology complex problem refer to the ill-structured problem, which are connected with other disciplines or fields based on the real life situation and the biology discipline as the background. Biology complex problem solving refers to the psychological and behavioral performance that takes biological knowledge and skills as the main tools to seek the directional and targeted state of complex problem in the biology field. Biology complex problem solving ability refers to a system of personality psychological characteristics composed of cognitive and non-cognitive factors that play a role in the process of solving biology complex problem by mainly using biological knowledge and skills. It is comprehensive and structural.
Based on literature research and theoretical analysis, the research constructs a framework of biology complex problem solving ability, which is composed of cognitive ability and non-cognitive ability. Cognitive ability includes six ability elements: problem representation, knowledge application, scientific reasoning, scheme design, practical operation and metacognition. Non-cognitive ability includes four ability elements: social responsibility, scientific interest, expectation and value belief and will quality. Cognitive ability plays a leading and core role in solving biology complex problem, and non-cognitive ability is its power support. The two interact to jointly promote the successful solution of biology complex problem. On this basis, the 10 elements of biology complex problem solving ability are divided into levels to form the evaluation framework of biology complex problem solving ability. Adopt the expert investigation method, widely solicit opinions and suggestions, revise and improve the index system of biology complex problem solving ability, and verify its scientificity, rationality and integrity. Sort out the theoretical basis of the evaluation of biology complex problem solving ability, establish the evaluation orientation of the unity of process and result, refer to the PISA evaluation structure and the three-dimensional structure model of intelligence, form the four-dimensional structure model of biology complex problem solving ability, which included evaluation situation, knowledge, cognitive ability and non-cognitive ability, and divide the evaluation of biology complex problem solving ability into five steps: specific situation stimulation, non-cognitive ability support, evidence collection and judgment of process cognitive ability, identification and judgment of problem-solving results, and analysis of the relationship between results and process. From the perspective of situation and problem, the research designs the evaluation task of biology complex problem-solving ability, puts forward the principles, strategies and methods of situation design, and designs biology complex problem from the two aspects of discipline integration, connection and ill-structure.
Fully absorb and learn from the evaluation experience of problem solving ability and complex problem solving ability at home and abroad, and develop a variety of evaluation instruments for complex biology problem solving ability. Following the guidance of the cognitive ability framework for solving biology complex problem, and in accordance with the theory, process, paradigm and requirements of the development of large-scale education evaluation instruments, a paper and pen test instrument for cognitive ability for solving biology complex problem has been prepared, which has been repeatedly tested and modified by procedures such as expert review, small-scale pre-test, student interview, expert demonstration and large-scale prediction test, so as to form a scientific, perfect and appropriate paper and pen test instrument, Formulate scoring standards and establish specific evaluation standards after expert demonstration. Combining the situational judgment test with the scale method, following the guidance of the framework of non-cognitive ability of biology complex problem solving, construct the situational question group of complex problem solving, preliminarily prepare the measurement scale of non-cognitive ability of biology complex problem solving, iteratively revise it through expert review, student interview, pre-survey and other links, and test its reliability and validity to obtain the measurement scale with good reliability and validity.
The paper and pencil test and measurement scale were used to explore the level of biology complex problem solving ability of secondary school students. The research found that secondary school students generally have good cognitive ability to solve biology complex problem, in which the dimensions of problem representation, knowledge application and scheme design are better, and the dimensions of scientific reasoning and metacognition are general. The level distribution of secondary school students' cognitive ability to solve biology complex problem is basically consistent with the level distribution of five dimensions: problem representation, knowledge application, scientific reasoning, scheme design and metacognition. There are significant differences in cognitive ability and dimensions of biology complex problem solving in different regions, schools at different levels and grades, but there are no significant differences between genders. The secondary school student generally have a medium level of non-cognitive ability to solve complex biology problem. There are significant differences in this ability between different grades and genders, but there are no significant differences in different regions and schools at different levels. From all dimensions, social responsibility is at a high level, and scientific interest, expectation and value belief and will quality are at a medium level. There are no significant differences in social responsibility among different regions, grades and gender, but there are significant differences among schools at different levels. There is no significant difference in scientific interest among different regions, different levels of schools and different genders, but there is significant difference among different grades. There is no significant difference in expectation and value belief and will quality between different regions and schools at different levels, but there are significant differences between different grades and genders. From the correlation analysis results of cognitive ability and non-cognitive ability, there is a significant weak correlation between non-cognitive ability and cognitive ability of secondary school students. From the linear regression analysis of cognitive ability and non-cognitive ability, we found that non-cognitive ability could significantly predict the performance of cognitive ability level, but the regression coefficient was low. Through further analysis, we found that there was no significant difference between the cognitive ability and each element among the students with different groups of non-cognitive ability levels. Referring to the research results, it can provide a basis and lay a foundation for cultivating secondary school students' ability to solve biology complex problem.