Research On The Status Quo Of Teaching Evaluation Literacy Of Chemistry Normal Students

Education reform has changed the evaluation mode into an inevitable trend.Establishing an evaluation system that promotes students’ all-round development is an ideal teaching evaluation goal that education in China is currently pursuing.The traditional paper-pencil test can really test the level of students’ knowledge.However,the chemistry subject aims at cultivating students’ scientific literacy.It not only needs to examine the students’ knowledge and skills,but also pays attention to the process and methods,and the emotional attitudes and values.The evaluation of these aspects only depends on the paper-pencil test is not accurate measurement,which requires us to find new evaluation methods,enrich the original evaluation paradigm.The all-round development of teaching objectives puts higher requirements on teaching evaluation.In the past,our education evaluation was too single,resulting in the cultivation of talented people who are also stereotyped.In the future,school education should cultivate people who are fully developed.In 2012,the Ministry of Education promulgated professional standards for teachers in primary and secondary schools.The document clearly lists the teachers’ educational evaluation ability as an integral part of teachers’ professional competence.Due to the emergence of four problems,it is extremely urgent to study the evaluation of literacy education among normal chemistry students.First of all,through the combing of a number of foreign scholars on teaching evaluation literacy research,we explored the structure and content of teaching evaluation literacy that chemistry teachers should possess.Through the study of eight measurement tools that have an impact on the empirical research of evaluation literacy,it is found that the 1990 standard is still the main guiding framework for the development of measurement tools.It still possesses scientific and practical features.Therefore,the authors will use this research as a guidance framework.Also set as the 1990 standard.Second,through the previous theoretical research,we have found the theoretical basis that can support empirical research and provide a guiding framework for the design of the "Quality Evaluation for Chemistry Normal College Students".Based on METTLER’s research,combined with the knowledge and characteristics of chemistry science,a preliminary draft of a questionnaire containing 23 topics was designed and approved by educational experts in related chemistry disciplines.In order to further ensure the reliability and validity of the article,two rounds of test were conducted on the questionnaire.During the process of questionnaire debugging,the Rasch model was used as the basis.The test data was mainly analyzed using two softwares:Winsteps and Conquest.The overall statistics of the preliminary survey,the standard residual comparison chart,the initial measurement item and the corresponding map of the test,and the project proposal were adopted.A comprehensive analysis of several indicators of coincidence and error statistics was conducted to adjust the initial test volume.After two rounds of testing,the reliability and validity of the questionnaire have been basically guaranteed and can be used for empirical research.Finally,the students of the third grade and fourth grade students were investigated and studied using the Chemistry Teacher Education Evaluation and Literacy Questionnaire.The data obtained were processed using Winsteps,and SPSS was used for data analysis.The following three conclusions are drawn:(1)The overall teaching evaluation quality of chemistry normal students needs to be improved;(2)The development of chemical normal students in all aspects of evaluation literacy is unbalanced;(3)The important role of educational practice in the evaluation of teaching quality of normal chemistry students.In view of the above problems in the evaluation of literacy among chemistry teachers,several suggestions are proposed concerning the cultivation and improvement of teaching literacy for normal chemistry students:(1)Improvements in systems and policies,including:improving the leading role and norm of the examination system in evaluation(2)School education should increase the emphasis on the evaluation of teaching quality of normal chemistry students;(3)The support of teaching practice,the teaching practice opportunities of normal chemistry students are limited,and they should closely grasp similar teaching practice.Other teaching practice opportunities to enhance their own teaching evaluation literacy.