Research On Physics Teaching Practice Quality Evaluation For The Junior Middle School

Teaching is the process of teaching, learning, assessment of the organic combination.Teaching evaluation is an important part of curriculum implementation. Evaluation of avariety of ways, and evaluate the quality of the basic education curriculum reform advocacy,its theory has been widely recognized by the education sector, but in practice the concept ofqualitative evaluation has not really reflected in the behavior of teachers in. The moderneducation evaluation idea development process, comparing the domestic and foreign teachingevaluation development present situation, it is not difficult to find quality evaluation in thetheoretical basis, evaluation, evaluation method, evaluation incentive effects are differentfrom the quantitative evaluation and other forms of assessment. In our classroom teachingevaluation, qualitative evaluation of most of Shijiazhuang’s School of understanding andpractice still opposite lag. Considering our country middle school physics classroom teachingsituation, in the implementation of specific qualitative evaluating strategies in the process stillneeds to consider the characteristics of each strategy and its applicable conditions, so thequality evaluation for teachers’ implementation seems to have increased the burden of work,but has not yet formed a practical simple system. Study on partial qualitative evaluatingstrategies, such as: classroom observation record, portfolio assessment, applied to the actualphysical teaching, through practice to research application on students physical knowledge,interest in learning physics these qualitative evaluating strategies have what kind of effect,can produce what kind of effect and the strategy in the application of teaching operability, themalpractice. In the study to students by questionnaire and physical phase test score as ameasure tool, to test the different forms of qualitative evaluating strategies of advantages anddisadvantages, for the effective implementation of the quality evaluation and the specificstrategy to provide a case study. The results show:(1)If teachers in middle school physics classroom teaching truly effective implementation ofqualitative evaluation, can promote the student to the physical knowledge, improve students’learning interest in physics.(2)Classroom observation record timely feedback, but involve the teacher class for teachingother aspects of energy. (3)The growth record bag comprehensive evaluation of students’ cognitive development trend,make students feel the growth and progress, but the materials collection, project design needto spend more time and energy.