The Preliminary Practic Research On Multi-angle Evaluation For Chemistry Students In Senior High School

To promote the all-around development of students, multipleevaluation of chemistry teaching and the evaluation of chemistryteaching were proposed to run through entire chemistry teaching inthe new curriculum standard of <High School Chemistry CurriculumStandards (experimental)> in new times. On the basis of modernteaching theory and psychology theory, with the methods of literatureresearch, questionnaire survey, interviewing and observation, apractical research of multi-angle evaluation was carried out underself-evaluation, peer-evaluation, teacher-evaluation, andparents-evaluation, respectively, which was studied lasting one termfor chemistry students of Class10, Grade2of Guiyang No.8seniorhigh school.Base on the purpose of research, in order to explore theself-cognitive ability, self-monitoring ability, self-reflectionability, self-management ability and cooperative communicationability of students, the questionnaire (before test, after test)of chemistry learning in high school were compiled. To carry out amultiple-layered, all-around multi-angle evaluation, scales ofself-evaluation, peer-evaluation, teacher-evaluation andparents-evaluation were made according to different evaluation ofangle corresponding different frequency. The data of self-evaluation, peer-evaluation, teacher-evaluation, parents-evaluation and otherrelated data were put to the portfolio for every students throughthe test, which were under the dynamic management. Combined with theobservation, interview, paper test scores of different stages, andthe comparison results of questionnaire, the research showed that:the implement of multi-angle evaluation was favorable for studentsto have objective process evaluation, and to improve theirself-cognitive ability, self-monitoring ability, self-reflectionability, self-management ability and cooperative ability.