Chemical Academic Assessment Perspective Research Of The Postmodernism

The Academic assessment of student which in some extent plays a guiding role on day-to-day teaching activities is not only indispensable part of educational process, but also an important part of the basic education curriculum reform. It influences the teachers teach and students learning, even more important relates to the direction of the new basic education curriculum reform and the process. Therefore, the basic requirements of the new curriculum reform make a valid evaluation on the level of student academic fair, justly, scientifically."The evaluation should both promote the common development of all high school students in the various aspects of scientific literacy and be conducive to high school student." in the 《senior new Chemical curriculum standards》.In order to enhance students literacy Chemical academic assessment should respect the individual differences of students, concern about the learning process of students chemistry, and guide students in creative practice in the context of the new curriculum reform. The above requirements are new challenges for research of the chemical academic assessment.Student academic assessment is an important part of the educational evaluation research areas. It has gone through the three stages of development which are measurement period, the described period and the judgment period, and the main goal of construction period is tend to develop students cognitive ability and emotional at the present stage. The process associated with the decline of positivism, the rise of postmodernism, the center of the modern digestion, infrastructure collapse and Fall of Rationalism and structure of subversion. The existence of the foundation-scientific paradigm-is deconstructed which is the first three generations of evaluation. In order to promote student development, improve the teaching ability of teachers and teaching practice, evaluation is began to be supported by concept of meaning construction, which establishes a beyond purely scientific aspects of academic evaluation system by means of negotiation.on the basis of depth analysis of the chemical symbol、Experimental Evolution and unified macro and micro view of the world, this paper summarizes the chemical model of development:"issues-guess-refute-the problem", and come to the conclusion that there is no absolute chemical truth. So the scientific spirit of bold guess and strict refute are needed by the chemistry knowledge of learning. The conclusions which focus on the process of the chemically knowledge construction and pay attention to the students learning process of the world stage in academic evaluation of the high school chemistry curriculum, are analyzed of chemical process of learning and cleared the content of the Physical world, the world of consciousness and symbolic imagery of the world by the Three Worlds Theory of Bopu Man. With inspiration that concept of postmodernism smart, view of knowledge, evaluation concept and co-concept for student academic assessment, a value-oriented is established. The content, methods and main courses of the high school chemistry student academic assessment are analyzed with special perspective of postmodernism.. The evaluation is understood from the constructivist paradigm and responsive focusing. The advocates, anxiety and controversy of stakeholder are focus. Student assessment of the chemistry curriculum in the high school is completed by consultation. The evaluation process is divided into three stages which are the evaluation of preparation, implementation and summary. In order to achieve the pluralistic evaluation of the main and the various evaluation methods, A cycle mode of evaluation is established through continuous evaluation, feedback and correcting of the academic assessment. This paper sets up the student assessment of the content of the《The principles of chlorine production》 and 《The nature of chlorine》in Chemistryl which are taught in the jinhua Girls high school as an example.