Study On Formative Evaluation Of Junior Middle School Biology Classroom Teaching

Formative evaluation in classroom teaching can provide a basis and direction for promoting teacher teaching and student learning.Based on the literature analysis and the investigation of the status quo of classroom teaching evaluation in middle schools in China,in view of the problems presented by the survey,and based on the theory of multiple intelligences and constructivism,designed observation tables(summary and tables)for junior high school students' classroom learning observations,and self-assessment scales for students' classroom learning.According to this,the formative evaluation study in the junior high school biology classroom teaching was carried out:Applying observation tables and evaluation scales to Teaching practice,and evaluate the practical effects of the study by the differences between pre-and post-test students' test scores and the questionnaires.The “ Overall classroom learning observation table ” sets three observational dimensions: listening and speaking,classroom interaction,and learning effectiveness.Each dimension is subdivided into observation points such as listening,taking notes,reading,asking questions,discussing,individual answer,Collective answer,exercises,etc;the “Individual Student Classroom Learning Observing Scale” sets individual answer,group discussions,reading,practice as observation points;the “ Junior High School Student Classroom Learning Evaluation Scale ” is designed from four dimensions:learning habits,learning status,learning ability and learning effect.Each dimension is designed with 2-3 observation points as primary indicators,each level index according to the core literacy of the biology discipline to set the student's specific requirements Level indicators,and assign scores to the student's specific requirements Level indicators,(out of 10 points).The observation table is used by the instructor combining the “quantity”judgment of the number of students at each observation point and the judgment of the overall performance “quality”.The Student Self-Assessment Scale is filled out by the student based on their own class performance.The combination of quantitative and qualitative,self-evaluation and Others evaluation ensure that the observation and evaluation scales constructed in this study have strong integrity and scientificity.The practice of formative evaluation shows that the performance of students' classroom learning process is developing in a good direction.These changes are not only promoted by evaluation methods,but also a large part of the reason is that in the process of formative evaluation,the instructors will reflect on the teaching in a timely manner,and continuously improve the teaching methods to guide students' learning,thus promoting the common progress of both teachers and students.The evaluation of practical effects shows that formative evaluation can improves students' test scores and enhances students' "biological learning interest",enhances students' "classroom interaction",improves students' "biological learning habits",and Strengthen students' understanding of the role of "classroom learning evaluation",which will help students achieve core literacy.research can be future teacher practice provides a certain reference.