A Study Of High School Biology Teachers' Teaching Evaluation Literacy

With the introduction and implementation of core qualities,cultivating students' core qualities has become a trend in domestic curriculum reform.The new round of curriculum reform is not only a challenge to the curriculum and teaching,but also has a higher demand for teaching evaluation.The traditional teaching evaluation is to classify and discriminate students.Modern education evaluation requires changing the traditional evaluation method,adopting diversified,multi-mode,and whole-process teaching evaluation,emphasizing the development of students' overall quality and key competence.Teachers are the designers and operators of evaluation activities.In order to implement and implement new evaluation concepts,teachers need to have a high level of teaching evaluation.The qualities and abilities that teachers need to engage in various evaluation activities in the teaching process are the definitions of teaching evaluation literacy.At present,there are not many domestic research results on teaching evaluation literacy,and the existing research results show that there are indeed many problems in teachers' teaching literacy.Moreover,most of the research focuses on primary and secondary school teachers,and specialize in the teaching of subject teachers.Evaluating literacy but keeping few.Therefore,the author puts forward the topic of “Study on the Evaluation of Libraries' Teaching Literacy in Senior High Schools” in order to help the development of high school biology teachers and the smooth progress of the new curriculum reform.This study attempts to explore the teaching evaluation literacy of high school biology teachers from a total of five chapters in three areas.First,based on theoretical research,the composition of high school biology teacher teaching evaluation literacy is explained.After understanding the research status of teaching evaluation literacy at home and abroad,the author defines the core concepts of literacy,evaluation literacy,teaching evaluation and literacy,and high school biology teacher's teaching evaluation and literacy,and also elaborates the theoretical basis for this study.Based on the “Professional Standards for Secondary School Teachers”,the curriculum plan for high schools,and the curriculum standards de,teaching evaluation consciousness,and teaching evaluation knowledge.Teaching evaluation skills.Secondly,based on the practical research,the status quo and existing problems of the teaching evaluation literacy of biological teachers in China are analyzed.The author designed the questionnaire based on the constituent elements of high school biology teacher's teaching evaluation literacy.The questionnaire included the basic information of senior high school biology teachers,training experience,the level of teaching evaluation literacy,the influencing factors of teaching evaluation literacy,and the promotion of teaching evaluation literacy.Five major contents,and implement surveys,collect survey results,use SPSS software to analyze data,and then understand current high school biology teachers' teaching evaluation literacy status.Based on the survey results,the problems existing in high school biology teachers' teaching evaluation literacy are excavated.Finally,based on the teachers' teaching evaluation literacy problems,they put forward the corresponding solutions,and elaborated in detail how to improve the teachfor high school biology and related research results,the composition of high school biology teacher teaching evaluation literacy is explained,including teaching evaluation attituing evaluation literacy of biology teachers from the external evaluation system and the school.