Research And Practice Of Classroom Teaching Assessment Based On Excellent Chemistry Teachers

The development of the ages and the progress of the society, higher and higher demands are proposed on the teacher, the people gradually realized that teachers should have professional qualifications, such as doctor and lawyer, also the word prompted a research of teacher professional development. Some countries have carried out the standard of excellent teachers under the impetus of the tide, thus, some countries have formed complete assessment plan and program about excellent teachers, in order to raise the status and professional development of teachers. Practice indicates that assessment about excellent teachers promotes the professional development of teachers to a certain degree. However, there is occasional lack of systematic research on assessment about excellent teachers, it is necessary to study it. Classroom teaching assessment is an important component of teacher assessment, so taking classroom teaching assessment as the breakthrough to research of classroom teaching assessment about excellent chemistry teachers, formation assessment program to evaluate the promotion of chemistry teacher professional development and provide high-quality reference for chemical quality class rating.On the basis of the extensive literature, incorporated with modern education theories, building the program of classroom teaching assessment about excellent chemistry teachers includes expert assessment scale, comments from students about teaching and quality of teacher self-assessment, also draw up a corresponding evaluation tools. Referring to the assessment about qualified teachers and the United States NBPTS standards for excellent teachers, listening to classroom chemistry teachers and students of required in classroom teaching about excellent chemistry teachers, then draws up expert assessment scale. Inductive classroom chemistry teachers' advice about content of questionnaire, reference to the questionnaire from outstanding MA thesies, then draws up questionnaire of assessment teaching. Reference to the content of reflection on classroom teaching to draw up outline of teacher self-assessment.To ensure the effectiveness of the assessment, use assessment scale on trial and use questionnaire of assessment teaching in small-scale to prove it, through collation of date form the trial, analyze the reliability and validity about assessment tools, results of the analysis have developed assessment tools that are stable and effective.Select two chemistry teachers from middle school as study participants, they come from Putian, Fujian Province, one of them is an excellent and experienced teacher, the other is a new teacher. Track assessment of classroom teaching of two chemistry teachers by the program of classroom teaching assessment about excellent chemistry teachers. The main purpose of the experiment is to test the scientific and the affect on the new teachers'growth about the program. Through experiments the conclusions are as follows:1.Build by the classroom teaching assessment about excellent chemistry teachers is scientific and feasible.2.The program of classroom teaching assessment about excellent chemistry teachers play a guiding role of norms for new teachers professional development.3.The program of classroom teaching assessment about excellent chemistry teachers can mobilize the enthusiasm of teachers and students taking part in the assessment.4.The program of classroom teaching assessment about excellent chemistry teachers is far from perfect.Meanwhile, through the reflection of the experiment, aware of the inadequacies existing in the experiment:The status of both researchers and reviewers influence the objectivity of results; Limitations of subject selected; The unity of short-term and long-term effects about experiment. Finally, for the deficiencies of the program, the paper proposes the use of time in specific recommendations:Communication between the teachers being assessment; Focus on the combination of formative assessment and summative evaluation; Flexible use of assessment methods.