| During the process of implementing new curriculum reform, because of its unique position, teaching evaluation has taken a commanding role. The present reform is the consequences of previous development. Therefore, in accordance with changes of China's high school biology curriculum, syllabus (Curriculum Standards) of different periods, conducting studies on the development of high school biology classroom teaching evaluation and discussing the development process and characteristics will be of great value to the current high school biology curriculum reform, especially can help solve the specific issues with evaluation of teaching.This paper, adopting the method of literature revision and content analysis, undertakes rearrangement and analysis of history and currency of China's high school biology curriculum, syllabus (Curriculum Standards); Taking Heihe High school as an example, It makes a survey about the history of high school biology classroom teaching evaluation criteria, and analyses it through the way of collecting and analyzing information and interviewing some teachers. It tells us we should take a new look at the inner connection between curriculum standards and the evaluation of classroom teaching from the perspective of historical development. Based on to the new curriculum reform tendency, it states that high school biology courses teaching evaluation reform should, under the guidance of scientific theory and correct thinking, concentrate on students'development from all sides, pay attention to students'cognitive features, independent exploration; exchanges and cooperation and effective interaction and active participation in the process. Besides, teaching situation creation should also be taken into consideration. To rethink about the value of education evaluation orientation and to recognize clearly the transformation from the assessment on teaching to learning, the innovation on the means of evaluation measurement is the breakthrough point.
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