Comparison Study Of Classroom Teaching Immediate Evaluation About Novice, Proficient And Expert Chemistry Teachers

With the implement of a new round educational curriculum reformation,it is the aim of the new chemistray curriculum reformation which respect students'own development and improve students'science literacy. So,learning evaluation has become one of the core problems in the basic educational curriculum reformation. It is well known that effective learning evaluation may receive the feedback of students immediately,so how to carry out the learning evaluation plays an important role in enhancing the students'accomplishments. This question has been the hot research spot of chemical teaching. In this master's degree paper, we aimed to get some conclusions for novice teachers, proficient teachers and expert teachers about the application of learing evaluation via analyzing the instance of learing evaluation of the above three kinds of chemical teachers.Four parts are included in this essay, and here are the content and achievement of each:The foreword of this essay give a brief introduction to the origin of the essay,the researching value and the researching object.Basal theory section define the meaning,function and categories of the classroom teaching immediate evaluation .In the section of classroom teaching immediate evaluation, we compared, analyzed and researched the situation of study-evaluate for three kinds of chemical teachers from three aspects. Firstly, we compared the frequency of classroom teaching immediate evaluation. Secondly, we compared the style of classroom teaching immediate evaluation. Finally, with the same teaching content, we compared the style of evaluation by binding the characters of teaching contents together.