The Evaluation System Design Of “Student-Oriented” Inquiry Learning In The Middle School Chemistry Teaching

Chemical inquiry learning study in middle school is a study style which reflects students’ subjectivity and is strongly advocated in new curriculum reform. Meanwhile, it can train the creative spirit and practical ability of students. However, it need to further study about how to recognize study situation of students themselves, develop students’ self-reflection habits, promote students’ cognitive development and improve students’ development. This paper tries to establish an evaluation system that based on “student oriented” chemical inquiry learning study,making attempts in practicing estimated education and developing functions, focusing on students’ subjectivity in chemical inquiry learning study and regarding students’ self-cognition and development as the goal.In order to achieve the above purposes, the study includes four interrelated researches as follows:Section one concludes related chemical inquiry learning study in contemporary era with references and books. By analyzing the purpose and meanings of the research, the author determines the contents,thinking and methods of the research and define the related concepts in the article.As for the second part, the paper carries out the status survey of chemical inquiry learning study in middle school. On one hand, studentsfrom six exemplary high schools in Hunan Province are provided questionnaire survey. The survey is designed to understand the chemical inquiry learning study and evaluation in students’ eyes, analyze the detailed inquiry learning study and evaluation behavior, dialyze students’ attitudes towards chemical inquiry learning study and consult students’ expected chemical inquiry learning study evaluation model. On the other hand, the author interviews eighteen chemical teachers in these six exemplary high schools. The contents including implement situation, the exited problems and difficulties and suggestions and advices to the study on contemporary chemical inquiry learning study.In terms for the third section, the writer combines theories into practices to construct evaluation system. From the three perspectives of knowledge and skills, process and method, attitudes and values, this paper combines basic steps(that is asking questions, analyzing and solving problems) of inquiry learning study to build evaluation system scale, use weight analysis by applying the analytic hierarchy process and the assignment method, provide reverences and choice to students according to different conditions in learning process and design evaluation system which combines qualitative evaluation and quantitative evaluation. In addition, the evaluation system design concentrates on students’ subjectivity. Thus, students can use the system to evaluate themselves. Moreover, there is whitespace which respects studentspersonality differences. Hoping by using the chemical inquiry learning study evaluation system, students can recognize themselves, find their advantages, dig their potentials and make breakthroughs.For the last part, the writer applies the above evaluation system on two 9thgrade parallel class in exemplary high schools in Changsha. One class applies the evaluation system in five chemical inquiry learning study.Then, the writer analyzes, improves and amends the effects of evaluation system by three paper and pencil tests, classroom observation and paired observation report, the evaluation from those who take part in evaluating the system. The results show that the evaluation system is relatively effective in promoting students’ cognition and self-examination aspects.