A Trial Research On The Course Effectiveness Evaluation

Course effectiveness evaluation is refers to under certain conditions, degree of courseimpact on students’ development of value judgment.The current study on effectivenessevaluation has been more and more attention, but no specifically evaluation research on acertain course effectiveness. Review of the previous curriculum quality evaluation research,itis unfair and unreasonable to student’s test scores and graduation rates as evaluationstandard,and ignoring the individual differences of students (level of high and low startingpoint,the difference of family background),ignore the differences between the school andothers factoers.The curriculum evaluation from the the perspective of "value-added", takinginto account multiple factors of influence on students ’ development, reflect the true value ofcourse evaluation, no doubt more scientific and rational, and to improve the quality of schoolteaching, promoting student all-round development and improve the curriculum qualityevaluation has far-reaching significance.This study focuses on the course effectiveness evaluation problem, study in a senior highschool student’s biology course in dalian as a case, use for reference of school effectivenessevaluation related theory research results, combined with related literature, by adopting thecombination of qualitative and quantitative research methods, to course effectivenessevaluation has been discussed in the aspect of theory and practice. It includes four parts:In the first part, first of all designing the high school biology course effectiveness indexframework for preliminary by using interviews, questionnaire survey research methods, usinga single sample t-test and factor analysis to deal with data, constructing the high schoolbiology curriculum effectiveness factors affecting index and the biology curriculum in seniorschool students’learning efficiency effect index,thus establishing the evaluation index systemof high school biology curriculum effectiveness. Influence factor index includes twodimensions:the teaching process factors and background factors, and the teaching processfactors contains a total of9indicators of teaching management, teaching,learning atmosphere;Atotal of8indicators of the background factors and consists of two aspects of students’background and school background.Student learning effect indicators on the basis of students’knowledge acquisition,including four level indicatiors, namely the concept of the originalrational knowledge, method of factual knowledge, procedural knowledge, standard valuesexual knowledge. Part two according to the senior high school biology curriculum effectiveness evaluationindex system and principles of model construct the high school biology course effectivenessevaluation model, and on the basis of the evaluation model to select the multi-layer linearanalysis model.The Third part to carry out empirical study based on the questionnaire and otherissues,through the survey questionnaire, test measurement method, according to the surveystatistics and using the multi-layer linear analysis to study high school biology curriculumeffectiveness evaluation, evaluate courses effectiveness size of different class, and analyzesthe influence of different factors on the course effectiveness. Results show:1.the courseeffectiveness evaluation compared with the traditional evaluation are difference;2.background of students, teaching methods and classroom learning atmosphere have thestronger explanatory power to curriculum effectiveness.The fourth part according to the results of this study, put forward to the relativereasonable Suggestions of improving curriculum effectiveness and improving the courseevaluation, and this paper presents a follow-up research prospect.