The Multi-evaluation In High School Chemistry Learning Focusing On A High School In Guiyang City

In pace with the deepening process of the new curriculum reform, the assessment reform needs to be perfected constantly.Combining school realities, and being based on the research which is building the system of multi-evaluation of chemistry learning, this study aims to carry out the multi-evaluation,and discusses the effects on students’ academic performance and learning interest.Primarily, this paper summarized the development history and present reform situation about the multi-evaluation research both in China and abroad, and also teased the connotation, the theoretical basis of the study, principle and tactics. Then, I did an investigation, respectively on teachers and part of students, in order to know their expectations and the status quo of the multi-evaluation in high school chemistry learning. And the results showed that, a majority of teachers accepted and carried it out in teaching, and also most of teachers and students actively supported it; but the application for it has not yet been implemented in the context,because most of us still ascertain success or failure by high score.During an academic year, on the basis of theoretical research, survey and interview, connecting with the school’s and students ’ actuality, I separately implemented the routine evaluation, and the multi-evaluation which was adjusted duly according to the system about multi-evaluation of high school chemical learning which was built by Yu jiangyan,to 207 students(they came form 4 classes) as the research objects, then counted up and analyzed the result. Meanwhile,I used the chemical learning interest to measure, so as to observe the relationship between 2 evaluation modes and the students’ learning interest. The results show that, as for different learning levels of students in this study, more higher the students’ learning level are, more greater theeffect of the implementation for the evaluation is. The great degree of influence the chemical results, compared to the same samples of two kinds of evaluation results, show that there is significant difference. Tracking the levels of two groups of students’ interest in chemistry learning, I found that the results with the chemistry learning of multiple evaluation results show consistency: to different students in learning chemistry learning multivariate evaluation, the implementation of the role of the evaluation effects of students learning level, the greater the performance for the student to study the level is higher, the higher the level of the chemical study interest.Through this study, the results of the study are as follows:Compared to the conventional evaluation, the multiple learning evaluation can reflect the students’ learning situation objectively and comprehensively; Starting from the reality,the impact of multiple learning evaluation system which is adjusted on the students’ academic performance and learning interest is explored, which provides a practical reference for the further study of the multiple evaluation of chemistry learning and its reform.