The Application Research Of Formative Evaluation On Chemical Terms In The Ninth Grade

The ninth grade is the initial stage of systematically learning and being in touch with chemistry. Chemical terminologies cover the whole textbooks and also become the basic chemical knowledge that students need to acquire. Therefore, the general requirement of learning chemistry for the ninth grade students is to accurately grasp and proficiently apply a large number of basic chemical terminologies. It will be good for students to understand and utilize chemical knowledge better in the future study. Hence, it is necessary to make a formative assessment study of the ninth grade chemistry, which will increase students’ learning efficiency and also provide an important reference for teachers to improve their teaching.The formative assessment study of the chemical terminology of Grade 9 is done by drawing on and absorbing the advanced teaching ideas and experience. Moreover, learning transfer theory, theory of mind mapping, triple representation theory, constructivism theory and theory of formative assessment are also applied in the study of this thesis. The design and evaluation of formative assessment questionnaire are based on scientific theories. The formative assessment of chemical terminology strengthens the practical study of the ninth grade students’ chemical terminology learning and also enhances the pertinence, practicality of formative assessment. The collected information is not only beneficial for teachers to grasp the trends of students’ learning, but also in favor of instructing students to overcome their weak points. The thesis mainly includes the following chapters.Chapter 1 analyzes the present situation of teaching chemical terminology and proposes the necessity of using formative assessment in teaching chemical terminology under the background of new curriculum reform. Moreover, the content, methods, aim and significance of the thesis are also included in this chapter.Chapter 2 expounds the backgrounds of the study and the present situation of studying the formative assessment of chemical terminology of Grade 9 abroad and at home.Chapter 3 briefly introduces the concepts of formative assessment and chemical symbol.Chapter 4 sets forth the related theories and experience that are used in the following analyses. They are learning transfer theory, theory of mind mapping, triple representation theory, constructivism theory and theory of formative assessment, which guides the formative assessment study of chemical terminology of Grade 9.Chapter 5 applies the formative assessment to the ninth grade teaching practice of chemical terminology, which aims at testing whether the formative assessment of chemical terminology is good for improving students’ chemistry academic performance or not. The teaching design of chemical terminology is on the basis of the related theories and instructional program. After analyzing the data of formative assessment questionnaires, it is found that the formative assessment can improve students’ academic performance effectively.Chapter 6 makes a summary of the findings and reflects the deficiencies existing in the study. The design of formative assessment questionnaire should be purposeful, targeted, hierarchical and comprehensive. Teachers should collect feedback information timely and guide students to form good learning habits and methods. By formative assessment questionnaire, not only students’ academic performance improves, but also their enthusiasm of learning chemistry runs high. Moreover, their leaning confidence strengthens. In the meantime, the author’s teaching skills enhance.