Research On The Construction Of Evaluation System About Biology Classroom Teaching In Middle School Under The New Curriculum Criterion

The reform of the new curriculum criterion is advancing rapidly, which emphasizes the evaluation of "base on process, and promote development". It requires not only the reform of evaluation system, but also need the complete change of the evaluation idea, means and the implementation process. And whether the new curriculum concept can be reflected truly in the classroom teaching process is decided by on the classroom teaching evaluation to a great extent. According to certain educational purposes and teaching principles, using the ways and means of practical education, classroom teaching evaluation is to do comprehensive examination and value judgment for the whole or local teaching system. It involves teaching objectives, teaching process, teaching method, curriculum, teacher’s teaching quality, students’ learning and intelligence, moral character development, and other various fields. While the traditional evaluation of biology classroom teaching is mainly based on the knowledge as the core philosophy of education, and lack of emphasis on students’ abilities and emotional development,which obviously can not accommodate to the basic requirements of the new curriculum reform. Therefore, during the process of implementing biology new curriculum criterion, it is of critical practical significance to reform the existing evaluation criteria and to build a set of the biological classroom teaching evaluation index system a matched set of biology science classroom teaching evaluation system which is suitable and accord with the characteristics of the biology.Based on the multiple intelligence theory, the constructivism learning theory, the postmodern theory and the developing teaching evaluation theory, and through depth research biological course standard and biological teaching characteristics, this study obtains a deep thinking and investigation of the secondary school biology classroom teaching evaluation index through making use of questionnaires and interviews. Through the survey, the theoretical argument, expert judgment and other means of layers of screening, using the analytic hierarchy process to Identify the weights, and according to the actual situation to confirm the standard type of assessing grading, this paper has established a perfect biology classroom rating scale. And then by reliability, validity and operability testing in the teaching practice, the index system proves to be more scientific and operational.The index system becomes this study consists of2first grade indexes,6secondary indexes,19third-grade indexes, the weights, the assessing grading, and related added evaluation of columns. The first grade indexes contains teachers’ leading role and students’ main body function. The secondary grade indexes contains teaching objectives, teaching strategies, literacy teachers, student activities, learning environments and the effect of six parts. The third-grade indexes contains19parts, which derived by careful screening. The weights of evaluation index system derived by analytic hierarchy process for scientific computing. Taking into account the evaluation index system is easy to judge, and evaluation of high reliability and validity of the results, the indicator system uses a standard type of rating. It is divided into A(95points), B(80points), C(65points), D (50points)four levels. When make the index system into the Classroom Assessment Scale, comments column was added after the score column.The evaluators will be able to take a certain amount of analysis and description according to their own understanding of classroom teaching. The evaluation results will be obtained more conducive to raising the professional development level of teachers.Evaluation system established in this study can reflect not only the new curriculum ideas and biological characteristics of the subject teaching, but also the quality of biology teachers’ classroom teaching. Therefore, it makes sense in theory and practice. The theoretical significance refers to2parts. Firstly, it will further complement and improve the teachers’ theory. Secondly, it is good for the future generations to study about teaching evaluation theory reference. The practice significance also refers to2parts. Firstly, It will provide scientific and rational reference for biology teachers’teaching management. Secondly, it can provide a more intuitive reference for the improvement of biology teachers teaching methods. It can help them improve teaching quality in a right professional direction.