Concept Map Scoring System Application In The High School Biology Teaching Evaluation Research

Along with the advancement of elementary education curriculum reform, high school biology course standard put forward the new curriculum idea, puts forward new requirements for evaluation, and thus, cause our re-recognition of evaluation. In order to meet the requirements of the new curriculum reform of teaching evaluation, make up for the inadequacy of traditional evaluation method, concept map as a kind of new type, is worth promoting, auxiliary teaching, promote the cognition and evaluation tools are widely used. With the deepening of new curriculum reform, and constantly research has shown that concept map in the domestic research present a thriving scene, but in practical application and evaluation are frustrated in the operation, performance is: the old part of the teachers’ ideas, not willing to accept new things; Teachers lack of professional training in terms of concept map, not form a sound evaluation system; A student is not very good grasp of concept map and using skills; Students draw the evaluation of concept map can not be effectively. Investigate its reason, mainly related to two factors: improper use concept map score method, lead to score the reliability and validity weaken, can’t play the biggest role in the application, get the best evaluation result; The objective factors that affect various scoring method(for example, test questions, raters, etc.).This study aims to find more credible scientific and feasible diverse, high quality, accurate figure scoring system, the concept of alignment concept map scoring system optimization model of the optimum range, reduce the influence of objective factors. If teachers can teach the concept of adjust measures to local conditions to choose the suitable, high quality figure scoring system, multi-angle and comprehensive evaluation of students’ concept map drawing, will be for the high school biology concept map evaluation, and to contribute to the teaching.This research mainly adopts literature analysis, investigation, interview, experiment and computer simulation. Refer to the relevant concept map and its evaluation of the related literature at home and abroad, collect more ancient and modern, Chinese and foreign classic and rating according to the evaluation of topic concept map scoring system, provided a basis for subsequent analysis. Questionnaires and interview outline, for high school students of different level and different concept map evaluation on the teaching experience of teachers present situation investigation and study, analysis of the application of concept map scoring system for high school students to use the effect of concept map and high school biology teachers in scores of the problems existing in the process of concept map, determine the research content of this article. Through comparative analysis of the concept of ancient and modern, Chinese and foreign scoring system, looking for more high quality diversity, the concept of scientific and feasible, reliable and accurate figure scoring system. Concept map evaluation in high school biology teaching practice, investigation of drawing skills, after mastering concept mapping, and then to test. Experiment is divided into concept map training, testing, concept map score three stages of implementation, and through the analysis of score as a result, study the optimal range of concept map scoring system and the influencing factors of concept map scoring system.Experimental results show that the filling pattern concept graph paper is more suitable for summative evaluation, have prompted the drawing of the concept of topic is more suitable for the formative assessment, no hint of the concept of mapping is more suitable for diagnostic assessment. Standard drawing comparison method is widely used in all kinds of questions, as the foundation of evaluation. For four kinds of evaluation in the form of concept map in the scoring system for mapping problem of grading method is suitable for simple mapping problem, the general concept and conjunctions to fill in the title, not a lot of play space test questions. Score by number of knowledge encoding method and according to the quality score of knowledge codification method suitable for more complex mapping problem, and according to the knowledge coding quality scoring method is more suitable for the students’ creative thinking, and demand a higher ability to teacher’s evaluation. Comparison rating method, in view of the four evaluation form of concept map in the scoring system for defining task list composition topic grading method and combining with the name number and attachment strength standard drawing control method suitable for have a hint of the concept of drawing. Charging code method, in view of the four types of evaluation in the form of concept map in the scoring system for non restrictive listing tasks composition and grading methods of concept map evaluation index system for no hint of the concept of drawing. Drawing topic students concept difference is very big, there are plenty of room to free play, is also more difficult, the teacher reviews paper when affected by subjective factors, spending too much time, the accuracy of evaluation results is restricted.