Research On The Senior High School Students' Self-evaluation In Experimental Exploration Activities

Lifelong-learning has been an important characteristic of society nowadays, and it requires the citizen have perfect ability of self-evaluation and self-education. Therefore, it has been profoundly significance of training students'self-evaluation and reflection ability in middle school chemistry teaching. As respond to the requirements of times developing, The new chemistry curriculum advocates scientific inquiry studying, and definitely suggests Multi-evaluation Idea, which giving first place to self-evaluation in teaching evaluation in order to improve students'ability of self-assessment and self-education activily, and transform the state that teachers have taken the subjective status in teaching evaluation and over-emphasized written test in the past. As to evaluation content, the new chemistry curriculum proposed that we have to not only evaluate students'mastery of chemistry knowledge and skill, but also attach importance to students'science exploring ability, scientific emotion and attitude. In order to overcome difficulties which the teaching reformation faces, chemistry teaching evaluation reformation is attempting to seek the breakthrough from the evaluation of science exploring activities. Based on the analyzing of these facets, we have put forward this research task. The main intention of this research is to discuss the feasibility of students'self-evaluation in experimental exploration and to construct the self-evaluation pattern which suits to the high school students'experimental exploration activities, conclude the implementation steps and strategies after put the pattern into practice. At the same time, this research attempts to provide some reference for chemistry teaching evaluation practice in a sense.The research is guided by the idea of new curricula, the Humanistic learning theory,the Multiple Intelligence Theory and the Postmodernism. Based the correlative research results of self-evaluation and the science exploration, we carried out the research at the Guilin No 1 middle school and for more than three months and choose some students of Grade-1 as study targets. The research process take the action research methods as the instruction. The primary methods we took were quantitative research and qualitative research including questionnaire survey, observe, interviews, action analysis and so on. The research process mainly divides into three parts. Firstly, we have carried on the preliminary investigation on current situation of middle schools'chemistry experiment and students'self-evaluation consciousness by questionnaire survey and interviews.We have discussed the feasibility of students'self-evaluation in experimental exploration at the theoretical and practical angle. Secondly, we constructed the pattern of students'self-evaluation according to the characteristic of experimental exploration and students'evaluation. At the same time, We have concluded the implementary steps after applying the self-evaluation pattern to students'experimental exploration. Finally, we constructed The Assessing Quantity Table of scientific exploration and The Self-evaluation Table of Scientific Emotion and Attitude. we attempted to evaluate scientific inquiry abilities and scientific emotion, attitude. After testing, we found that these tables were available.The conclusion of this thesis can be stated in brief. Students extremely hoped to participate in experimental exploration activities and independent evaluation activities. Students'self-evaluation should use qualitative methods as far as possible because qualitative methods were better than quantitative methods. We constructed the pattern of students'self-evaluation and implementary steps, which could been perfectly utilized in students'explorating activites after preliminary testing. Furthermore, we concluded five implementary strategies in order to solve the difficulties and problems which students meet in self-evaluation activities.As the limited of the researcher's ability, and the restricted time for this thesis, the conclusions given in this thesis need more checking and verification. What's more, some questions also need to research furtherly. For example, how to integrate self-evaluation with other evaluation methods, how to utilize the self-evaluation in other chemistry learning activities, and so on.