Research On Qualitative Evaluation Of Physics Classroom Teaching In Junior High School

The evaluation on teaching becomes an important component for the implement of the course. Initiating qualitative evaluation is a new mindset of the foundation education course evaluation reform. People have paid more attention to the theory of qualitative evaluation. However, this kind of evaluation modern has no real influence to the teacher's behavior. The research of qualitative evaluation needs to be enriched and developed in theory and practice.After reviewing the history of modern educational evaluation theory, analyzing and comparing with the current situation of the evaluation on teaching from inside and outside, we find out qualitative evaluation, as naturalistic evaluation, is different from quantitive evaluation in aspects of theory foundation, value mindset, process, method, valuator's position, characteristics etc. Furthermore, the relation of qualitative evaluation with the theories of Multiple Intelligences, constructivism and postmodernism is consistent.In our country, the research of evaluation on classroom teaching including qualitative evaluation falls behind in theory and practice. Considering physics classroom teaching of junior high school, there are six qualitative evaluation strategies including instant classroom evaluation; classroom observation record; work analysis; questionnaire; interview; and portfolio evaluation. While practicing we also need to consider their characteristics and conditions in point.The three kinds of qualitative evaluation strategies which are instant classroom evaluation, work analysis, and interview are applied to the physics classroom teaching to study the influences on physics score, physics study interest, physics anxiety degree and intercourse puzzlement between teacher and student. In order to test the effect of implement new evaluation behavior, we mainly adopts questionnaire and physics score as the survey tool. The results of study indicate: The physics scores of the control-class students on each study level are all higher than the other class. Specially, the difference is obvious for the middle student while the other levels are inconspicuous. The development of the two class students'physics study interest is distinct, and the control-class students'study interest improves markedly. In aspect of physics anxiety degree, the difference between the control-class and the other class is marked, and the control-class lowers apparently. The two class students' intercourse puzzlement between teacher and student both decrease. The control-class decreases less than the other. Nevertheless, the difference is inconspicuous.The study reached the following conclusions:(1) The qualitative evaluation method which implemented in the physics classroom teaching of junior high school is good at helping students learning physics knowledge. It especially benefits the middle student in physics knowledge learning.(2) The qualitative evaluation method which implemented in the physics classroom teaching of junior high school is useful to improve students'physics study interest. Under the new evaluation mode, the control-class physics study interest improves apparently.(3) The qualitative evaluation method which implemented in the physics classroom teaching of junior high school can lower students'physics anxiety degree availably. Under the new evaluation mode, the control-class physics anxiety degree reduces markedly.