Research On The Evaluation Of The Biology Exploratory Experiment Teaching In Junior High School

The biology course standards put forward to developing the investigation ability ofthe students and the exploratory experiment in junior high school biology is one of theeffective ways to achieve this goal. In order to improve the quality of experimentalteaching, the course standards also make specific requirements for the experimentalteaching evaluation. But due to the limitation of class hour, entrance pressure,laboratory equipment, and the number of laboratory assistants, the present exploratoryexperimental teaching evaluation for junior middle school biology has someshortcomings affecting the teaching effect. The scientific evaluation method ofexploratory experimental teaching is not only necessary for the experiment teaching ofjunior high school biology, it is also an effective way to improve students’comprehensive ability.This research adopts literature research, questionnaire, interview, mathematicalstatistics, experimentation research method and other methods, take the biologyteachers and students in junior high school as the research object, investigate andanalyze the concrete implementation and implementation effect of exploratoryexperimental teaching evaluation for junior high school biology in actual teaching; onthis basis, the paper analyzes and classifies the exploratory experiments in the biologytextbook(Shangdong edition) and then combines with relevant theory to establish theexploratory experimental teaching evaluation questionnaire which can provideteaching reference as well as a more convenient, more scientific and more effectiveteaching evaluation of biological exploratory experiments for the biology teachers onthe front line.First of all, the paper uses questionnaire and interview to investigate the presentsituation, so as to have a comprehensive understanding of the implementation situationof exploratory experimental teaching evaluation in junior high school biology as wellas the mode, effect and existing problems. At the same time, it analyzes the exampapers of the academic proficiency test and the exam papers of experimental operationexamination of junior high school biology in Zibo in recent three years, whichsupplements the conclusions of status survey. On this basis, in order to help the biology teacher to carry out more scientific exploratory experimental teaching evaluation, thispaper analyzes the exploratory experiments in the biology textbook (Shangdongedition), and classifies the experiments in the textbook into five kinds according toexperiment method. On this basis, combining with the principles and basis offormulating the evaluation system, the paper then formulates the evaluationquestionnaire of each type of exploratory experiment.After formulation, the evaluation questionnaire will be applied to teaching practiceto test the scientificity of this evaluation questionnaire in teaching practice thescientific and form the practice report. Finally, the paper combining with the researchof teaching practice put forward to the following suggestions of implementing newexploratory experimental teaching evaluation for biology. Firstly，the platform ofexploratory experimental teaching evaluation for junior middle school biology shouldbe elevated. Secondly，teachers should change their evaluation concepts, establish theconsciousness of lifelong learning. Thirdly, students should realize the importance ofinquiry learning and teaching evaluation, develop the inquiry learning initiatively;fourth, junior high school should increase the proportion of the biological exploratoryexperiments in routine examines.