A Study On Formative Evaluation In High School Chemical Experiment Teaching

The traditional system of teaching evaluation attaches great importance to result, knowledge, andselection while ignoring process, quality, and encouragement. This approach to teaching evaluation, whichfails to stimulate students' enthusiasm and motivation, hinders them from taking initiative and using theircreativity in studies. As a result, education in our country is exanimation-oriented. According to Thenational Programme for Curriculum Reform in Basic Education, the current appraisal mechanism shouldbe reformed and quality-oriented appraisal mechanism, which can promote students' development, improveteaching and perfect curriculum, should be established. It is also suggested that experiments aboutevaluation system reform based on formative evaluation should be carried out in middle schools andelementary schools throughout the country.The paper made a literature review of the origin of teaching evaluation and the previous researches onteaching evaluation at home and abroad. The paper also discussed the educational and psychologicaltheories, on which formative evaluation is based, and the implications of these advanced education theoriesfor modern education evaluation, with the aim to grasp the direction of formative evaluation reform from amacro perspective.Through the research on formative evaluation in high school chemical experiment teaching, the authorbrought forward the reform goals of formative evaluation in high school chemical experiment teaching, andestablished the content and standard of evaluation. The study showed the incomparable advantages offormative evaluation. It can promote students' self-supervision in the course of chemical experiment andimprove their experiment skills. It can also inspire students' interest in chemistry, cultivate their team spiritand allow them to develop in an all-around way.