Research On The Construction Of Evaluation System Of Biology Classroom Teaching In Senior Middle School

The New class system has confirmed that senior biology study should concentrate students’overall development and make a close connection between life and study. In the students-centered class should we focus more on students’ ability development. This thesis aims at the background of the domestic situation, which is focus more on result than the process and more on knowledge than ability. Taking the three dimension as the basic basis, we focus on the students assessment and senior high school biology class teaching system. In this way a scientific, reasonable and operable assessment plan can be offered to senior biology teaching.This research takes the method of literature, class observation method and experiment research method. The content mainly includes the following aspects:One is to summarize the five senior class type on the basis of reading a great deal of domestic and abroad teaching and education literature.Therefore, an overall teaching system which is on the basis of three dimension goal and whose task is to evaluate student class learning result can be made. In the process of building this system, the writer has bravely put forward the conception of "class", which includes pre-class self-exploration, class exploration, and after-class test. The evaluation system is also based on these.On the other hand, applying the experimental method tests the evaluation system for it’s rationality, scientificity, and operability in high school.That focuses on whether it can really promote the all-round development of students’ biological science literacy, and whether it can make students form positive right emotional attitude and values. In experimental design, the author chooses the three most common type of senior biology class to do experiment in the practice school-Xi’an Tie Yi Zhong Binghe school. The results show that:First, applying the evaluation system on students’independent inquiry before class (preview) points out the direction. After the students get the evaluation index of each class, they know what should be complete in each link of this lesson and complete to what extent, which will make the students have more specific goals and make the highlighted and difficult points more prominent.Second, applying the evaluation system is conducive to students to supervise and inspect themselves study at any time. Because the evaluation system clearly tell students the core concepts and problems which they need to focus on in each class, the students can reference the index of the evaluation system that is given for their own learning, and ready to do self assessment in the learning process at any time.Third, applying the evaluation system point them to the different levels tasks which are needed to be done in the classroom. From the evaluation system, Students can clearly see what important concepts must be grasp, what kinds of capabilities must be formed in the classroom, what problem is the core problem of the lesson. That will optimize the students’ original cognition.Fourth, applying the evaluation system is conducive to students to integrate the content of the lesson to the existing cognitive structure. Students can clearly see the relationship between the concepts in this class and the concepts which they have learned before by applying the evaluation system, so it is easy for student to set up a relationship between the concepts, which improve the original cognitive structure.From the above results, it can be concluded that:the study proves that the evaluation system for high school biology classroom teaching have a stimulative effect, and have good results for the students-center learning model.