The Experimental Research Of Promoting Students' Development By Appraisal In Inquiry Learning Of Biology

The 21st century is an era of intellectual economy that features innovation and application of knowledge, which requires people to have innovative spirit and practical capability. The fundamental point of education in the 21st century is therefore to train students to acquire learning skill and to become comprehensively developed persons with learning capability and innovative ideas. The theories of multiple intelligence and constructivism have been a foundation of the teaching of promoting student's learning and development via evaluation. Inquiry learning in biology proposes that students learn and acquire skills of learning and scientific thinking in problem discovery and solving. Students receive feedback information about themselves via self-evaluation and evaluation together in a cooperative, equal, democratic, and open process of learning. During this learning process, students also get to adjust, improve, and develop via self-monitoring and face-to-face interactions with classmates and teachers. Inquiry learning in biology thus provides an effective platform for carrying out evaluation of promoting student's development. This thesis, based on the analysis of evaluations on current biology curricular innovation, illustrates the theoretical basis of promoting student's self-development via student's self-monitoring and self-evaluation using the evaluation pattern of "self-assessment of subject" in inquiry learning in biology. The possibility and feasibility of education practice using this evaluation pattern was also preliminarily explored in this thesis, which provided significant outcomes and demonstrated the practical value of this study.