Biology Curriculum Evaluation Research Paradigm Shifts

With the deepening of the Basic Education Curriculum Reform, the paradigm for teaching and learning changes a lot which requires transferring transmission teaching or didactic teaching into the dialogue teaching or reflective learning. Classroom observation and assessment is also an urgent need to achieve the paradigm shift to keep up with the pace of change. In the previous "teaching determines all" evaluation system, a teacher’s professional proficiency can be only assessed by his teaching skills. However, in the new system,"teaching and learning", to assess a teacher’s qualification, his teaching performance and the students’acquisition efficiency are both concerned.In the background of requirements of teachers’professional development and new curriculum being overall implemented, studying the paradigm of classroom observation and assessment can provide certain research foundation for teacher education, teachers’ in service training and constructing theory models of the teachers’knowledge structure, and it’s important significance to improve the quality of biology education in high school.The research method of this paper is literature research, sorting out teaching paradigms and classroom paradigm theory at home and abroad.This paper adopts the survey method to study the current situation of classroom observation and assessment from biology teachers of37high schools in8areas of Shaanxi Province:Xi’an, Xianyang. Weinan, Baoji, Hanzhong, Ankang, Yan’an and Yulin. The survey shows that the current situation of high school biology classroom observation and assessment in Shaanxi Province, coming out of the conclusion that there are many problems like the tendency of arbitrary, tasking exist in classroom observation and assessment and the imbalance of teacher’s growth caused by classroom observation and assessment etc. Based on literature research and survey findings, the research oriented classroom observation and assessment is put forward as a new paradigm of classroom observation and assessment for high school biology teachers according to the new curriculum standard. This paradigm requires teachers to make classroom observation, exchange the opinions to obtain the results according to a specific research topic. The research oriented classroom observation and assessment is based on curriculum standards. It estimates the achievement of the goals by the performance of students in classroom and then analyzes the rationality of the teachers on teaching strategies and classroom resources.The first chapter describes the background information of the raise of the question, the significance of the study and methods used in this paper. The second chapter describes current studies on teaching paradigm and classroom observation and assessment at home and abroad. The features and innovations of the paper are also described in this chapter. The third chapters mainly defines the definition of "paradigm","classroom observation","classroom assessment" and "research oriented classroom observation and assessment". The chapter four analyses the current situation of high school biology classroom observation and assessment in Shaanxi Province, coming out of the conclusion that there are many problems like the tendency of arbitrary, tasking exist in classroom observation and assessment and the imbalance of teacher’s growth caused by classroom observation and assessment etc. A brief analysis has been done to each problem. Based on the findings of the previous chapters, the fifth chapter mainly focuses on research oriented classroom observation and assessment. It first briefly introduces the research oriented method is a good way of teaching, and then introduces the organizational processes of the research oriented classroom observation and assessment.