On The Exploration Of Formative Evaluation In Senior High School Physics Teaching

The traditional teaching has couldn’t keep up with the wave of the current elementary education reform.It not only reflects in the teaching methods and reform of teaching material but also reflects in the reform of teaching evaluation.Practice proves that formative evaluation conforms to the requirements of the type development of curriculum reform.Only combines the summative evaluation and formative evaluation, using a variety of evaluation methods,build diversity evaluation system,we can maximum play the function of teaching evaluation to promote teachers’ and students’ common development. In physics classroom of high school,the implementation of formative evaluation can not only help teachers to get feedback information and provide reference for modifying teaching, but also can arouse the students’ interest in learning physics, strengthen the learning motivation, get the improvement in their original level.This article consists of four chapters.I summarize the formative evaluation in first chapter.First,I summarize the concept and classification of teaching evaluation (diagnostic evaluation, summative evaluation and formative evaluation).Then I review the related theory of formative evaluation which include definition,theoretical basis(Constructivism theory,Multiple intelligence theory and Postmodern theory),characteristics,principles,functions of formative evaluation and the differences between summative evaluation and formative evaluation.We clear the advantages of formative evaluation to compare the formative evaluation and summative evaluation.So we should combine formative evaluation and summative evaluation,then apply to teaching and promote the harmonious development of the people.The second chapter, the implementation methods and tools of formative evaluation are the key point of this paper. Use formative evaluation should be with the help of the methods (observation,interview, learning diaries,homework and evaluation questionnaire)and tools(examination paper,gauge,file cover and learning contract).Only in this way,can we better promote the teaching evaluation.The third chapter,we ourselves set the questionnaire,then sent to the Wei Rong middle school’s teachers and students.Through analysis and research the questionnaire,we find that formative evaluation is not used widely in physics of high school.In physics,in order to effectively use formative evaluation,we should reasonably select and applicate the methods and tools and promote the development of students farthest.In order to achieve this goal,we want to understand the physics,the physics teaching and the characteristics of the students.As well as respect for the principles of formative evaluation. The fourth chapter,first of all,I summarize the implementation process of formative evaluation.But in the concrete teaching we can be flexible to put into effect.And through the three specific case it verify the feasibility and necessity of the formative evaluation.This implies that formative evaluation in physics teaching of the high school plays an irreplaceable role.Now, it is just started that we are going to apply formative evaluation theory to the physics teaching of high school.To this problem,physical teachers make many tries and discusses.On the basis of physics teaching,we research the theories and practices of formative evaluation.It is very necessary to course reform of senior high school physics.