Evaluation Of High School Chemistry High-quality Class Basing On CPUP Model

Since the beginning of high school curriculum reform of basic education segment, the teaching philosophy, the teaching methods and the teaching evaluation of high school chemistry teachers have been changed. But the evaluations tools of effective teaching are not enough systemic or operability, the evaluation of classroom teaching is still a qualitative evaluation and semi-empirical model, lacking of an effective tool for class observation. In2006, the group of professor Zheng Changlong in Northeast Normal University presented a CPUP theoretical model to study chemistry class content in a new perspective through the relationship between class teaching content and teaching behaviors, which providing a fitful tool called class observation form to evaluate class content more systematic and effective.This paper attempts to use CPUP model by means of information technology to observe and evaluate the High School Chemistry High-quality Class Competition of Wuhan City, in order to know the new situation of curriculum teaching in Wuhan Education as developed regions of Hubei Province. I do research mainly using Literature analysis and observational method.This paper firstly describes the development of effective teaching and class observation status of research in China and abroad, anglicizing the significance and value of the High School Chemistry High-quality Class Competition of Wuhan City. Then it discusses several important theories of effective teaching and class observation:the Effective Teaching theory, the Constructivist Teaching Theory, the Target Classification Theory, and the Chemistry Class Sections Theory. These theories provide the theoretical basis and the research tools for this paper.This paper selects the whole entries of2012High School Chemistry High-quality Class Competition of Wuhan City as the research object, and the content of the lectures are the "Principle of Electrolysis and Its Application" in PEP "Chemistry Elective Four". Observing and recording the class teaching of the seven samples and with the applications of CPUP model, it reveals several results by studying the distribute characteristics of CID, the students’scientific literacy and the types of questions in the class. The results of the analysis shows that:1. In this High School Chemistry High-quality Class Competition of Wuhan City, the CIDs of different teacher differ from their teaching areas. The CID time process curves from the sample of the competition are generally higher than the CID time process curves from the contrast sample.2.It get a histogram fo CID time percentage by comparing the data of the seven samples with the comparison group, and the sample of the competition can be ordered as A, B, C, D and E five different grade through their CIDs. T3.In consideration of the analysis of the seven CIDs from the competition and its teaching time data, there is a teaching content importance degree-time scatter diagram of High School Chemistry High-quality Class Competition of Wuhan City, which indicates that the seven contestants (teacher in the competition) all have invested more time on grade A.4.The teaching contents of seven contestants are all involved in the teaching science literacy and skills, but the degree and amount of it is not all the same, indicating that different teachers in the teaching process hold different attention to students’scientific literacy and experimental skills because of the background of their school and students.5.Through selective text recording, the class questions of the contestants can be classified. In the types of questions, each type of problem are covered and most of the questions asked by the teacher are memory problems while the critical questions are less which indicates that the teachers are good at guiding students to learn new knowledge through the link of old knowledge.6.After analyzing the High School Chemistry High-quality Class Competition of Wuhan City, it is found that each contestant asked more than38questions during the class, and the most of them asked67questions. If we set five minutes as a teaching period, than each teacher will arrange at least one question in one teaching period, which indicated the teacher actively introduce students to a atmosphere of thinking to solve problems. But do the students have enough time to think when they faced with too many questions? It needs more time to determine.The above study investigates the characteristics of the High School Chemistry High-quality Class Competition of Wuhan City, and reveals that although Wuhan is late into the curriculum, the competition showed the philosophy of the curriculum well and it is even better than the actual chemistry quality class. Then this paper describes the advantages and the room need to be improved of CID.This study finds a good evaluation tool and templates for the evaluation of the teaching evaluation and analysis for Hubei curriculum and illuminates a practical guidance for further improves of the reform of the curriculum.