Study On Process Assessment Of Chemistry Inquiry Learning

It is an important topic for the reform of elementary education to realize diversified assessment methods and to perform educational function of assessment.Hence,we propose implementation strategies of the process assessment of Chemical Inquiry learning.This thesis is based on the research hypothesis that process assessment is suitable for Chemical Inquiry learning.According to the aforementioned hypothesis,we emphasize our research on three aspects of chemistry inquiry learning,which are theoretical basis of process assessment,strategies of the implementation of process assessment,effects of applied process assessment.Firstly,the applicability of process assessment for chemistry inquiry learning is studied,which is the theoretical basis of this thesis.First of all,based on questionnaire survey,it is found that there exists contradiction between cognition and practice of chemistry inquiry learning among teachers.Then,the constraints of the evaluation methods on Chemical Inquiry learning are revealed by using 3P learning model.Then,through the comparison of the characteristics of Chemical Inquiry Learning and process assessment,it is proved that the process assessment is suitable for Chemical Inquiry learning based on the theory of multiple intelligence and constructivism.Hence,we propose principles and procedures of the application of process evaluation in chemistry inquiry learning.The second part of the thesis is the program development,elaborating the application of the process assessment in the chemical inquiry learning and five steps of the application.The first step is to establish the learning objectives,which discusses the basis,the classification and the description of the establishment of learning objectives.The second step is to design activity chain,which discusses its characteristics and procedures.The third step is to select the assessment method,which discusses the diverse types and the selection basis.The forth step is to develop the scoring rules,which discusses the development process and the elements.We design multiple examples of the general and detail scoring rules of Chemical Inquiry Learning for reference.The last step is to use the scoring rules to promote the teaching-learning-assessment integration.The third part is the empirical study the effect of process assessment of chemistry inquiry learning.We conducted the practical study based on Chemical Power,to verify the effectiveness of the application of the process assessment and the scoring rules.The study on process assessment of chemistry inquiry learning provides theoretical and practical support for teachers in chemistry inquiry learning,and it promotes the performance of assessment in teaching and learning,and changes the learning method,which essentially help the reform of basic education.