The Application Research Of The Process Evaluation In Biology Teaching Of Senior High School

The Ministry of Education promulgated the compendium on fundamental educational curriculum reform in 2001, which says the evaluation system of student's all-round development should be founded and promoted. In 2003, the Ordinary High School Curriculum Program (Pilot) reaffirmed the direction of establishing developing evaluation system, and formulated some evaluation rules. For example, multi-object, multi-way, focusing on progress, etc. Therefore, the evaluation on process has been brought in to the academic evaluation system of students from high school.Ordinary high school biology curriculum evaluation idea request: The evaluation must give dual attention to the knowledge, the ability, the emotion manner and the values, the evaluation must pay attention to the student biology discipline the study process, the evaluation must pay attention to student's individuality development.But well known, the traditional teaching evaluation has all sorts ofmalpractices: The evaluation function sole, the evaluation method sole,the evaluation content is unitary, the evaluation main body dislocation.Therefore, the traditional evaluation way already cannot adapt now the high school biology teaching middle-school student's study evaluation.Displaces is simultaneously pays great attention to the goal and the process, and the teaching process mutual conformity interaction, the multiplication, the dynamic process evaluation.By science of library classification this article straightens out the foundation (Contend analysis, Post-modernism, Multi-intelligence), connotation and evaluation tools (student's card, growth portfolio, academic performance on biological learning) of the process evaluation. Making use of the experiment group and control group ANOV model, the author draws a comparison between two equal-level science classes at senior 2 in three main fields. They are student's behavior, inquiry learning ability, and core basic knowledge on biological learning. By contrasting, it begins to explore positive significances of adopting process evaluation on learning evaluation system of high school biology teaching.The thesis has collected both qualitative and quantitive data to explain positive significances of adopting process evaluation on biological teaching in 3 main fields. To a certain extent, it overcomes some drawbacks of traditional evaluation methods.