Study On Biology Classroom Teaching Diagnosis In High School Based On Data Analysis From Online Marking

The basic concept on curriculum of “biology curriculum standard for general high school(2017 Edition)” indicated that biology courses emphasize promoting students' learning and development,and the roles of evaluating,encouraging,and diagnosing.It was committed to create a biological curriculum evaluation system,which is pluralistic,various methods,and not only pay attention to academic achievement but also individual progress and multifaceted development.We advocate that we should pay attention to the students' individual differences and development needs in the evaluation,help students understand themselves,build self-confidence,improve learning methods,and promote the formation of core literacy of biology.The research on high school biology classroom teaching diagnosis based on the analysis of big data of online marking provides a way to implement individualized teaching and individualized teaching in the context of group teaching.In this study,the author defines the relevant concepts of online diagnosis and teaching data,and analyzes the advantages and disadvantages of online marking,and summarizes the research status at home and abroad.Then randomly selected three middle schools in the city,taking the biology teachers in grade two and grade two as subjects,and investigated the application status of online marking data in high school biology classroom teaching.According to the survey results,teachers often use online marking.It improved the scoring efficiency compared with the traditional marking.But there are problems that “no trace” after the completion of the online marking.Teachers can't master the real-time learning situation of the students,the students are not easy to find their own specific point to lose.Teachers have a certain understanding of the data generated by online marking system,know the evaluation and diagnosis function of data,but often didn't deeply analyze the score data individually to diagnose their classroom teaching.The reason is that the most teachers do not know how to analyze the big data,or think that it is time-consuming and laborious,thus neglecting the evaluation and diagnosis function of the reading data.Teachers often focus on the average scores,passing rates and excellent rates of classes,ignore the teaching problems behind their scores,lack of in-depth analysis and utilization awareness of online marking data,resulting in blindness and inefficiency in teaching.Bases on the research of the current situation,the author selects the online marking data of a sophomore year(end)as the analysis sample,and combines the test paper questions,and analyzes the marking data from different angles and levels.Comparison of different counties,schools,classes and between individual difference,find the differences,clearly reflects the gap between the classes and different students,finds the reasons of the differences,traces back to classroom teaching,diagnoses teaching problems,conducts scientific and rational attribution analysis,identifies the root causes of teaching problems,and makes changes in teaching strategies.Through the analysis of the specific subject test data and results,the diagnosis results back to the classroom teaching to put forward the teaching solutions,summed up the method of data analysis,the diagnostic process and feedback of teaching mode based on the data analysis,combined the teachers “teaching”,“students' learning” and “test”.On the basis of case analysis,the author puts forward the implementation strategies of data analysis and teaching diagnosis of the classroom teaching in high school,including the analysis of online reading data,the diagnosis based on data analysis and the solution of teaching problems.The data analysis is the foundation,the problem diagnosis is the core,the solution is the application level,and the three aspects are progressive and interconnected to form a "Trinity" model of the biology classroom teaching in high school.