The Setting-up And Research Of Portfolio In Chemistry Learning

"Everything is done for the students'development"is the core idea of the new curriculum reform, and one important aspect of that is the diversification of the evaluation methods. In the Chemistry Course Standard of Full-time Compulsory Education, it emphasizes that our chemistry education should establish an assessment system, which can help students, teachers and our teaching to keep improving; initiate the principle of Base on the process and promote the development; pay attention to the effects the developmental evaluation has on the students; give interest to the progress and potentiality of each student. And it is put forward definitely that Portfolio must be used for the comprehensive assessments of students.The thesis analyzes and researches the Portfolio assessment from 5 parts: research the current and future situation of Learning portfolio assessment in China and abroad; the research on the basic theory of Portfolio assessment; the analysis of Portfolio assessment system in students'chemistry study; the practice research of Portfolio assessment in students'chemistry study; and the analysis on the results of Portfolio assessment in students'chemistry study.The thesis aims at revealing the influences that the Portfolio works on the capabilities of students'reading, rethinking and querying, and how to use its advantages in the practice. According to the teaching objectives and course standard, the author starts the practice of Portfolio assessment in Grade 2 of the high school, exploring its real value, detailed operation and implementing. The thesis analyzes and compares some real cases in students from different angles, makes conclusion of the research result, and helps to provide practical evidence for better implementing of portfolio assessment in high school chemistry study.The following conclusions are acquired after the research.Portfolio assessment is helpful for students to grasp the chemistry knowledge and capability.It is helpful to improve the capability to solve the problems.It is helpful for students to form good emotional attitudes and as well other non-intellectual factors.It is helpful for students to continuously improve other self-education capabilities, such as self-cognitive, self-evaluation, self-encouragement.