| Biology is an experimental science.High school students' physical experiment is an important way to consolidate their knowledge of biology theory,cultivate the skill of operation,cultivate the interest,explore ability,innovation spirit and good personality.In 2003,the Ministry of Education of China developed the Biological Curriculum Standard for General High School Students as a core component of the implementation of the curriculum standards,which promotes the concept of the curriculum: improving the biological science literacy,reaching out to all students,promoting inquiry learning,and focusing on the connection with real life,which requires experimental courses to be well implemented.In the course of teaching,teaching evaluation is an indispensable part that all educators can not ignore.At present,however,the evaluation of biological experiment is usually monolithic,which is usually performed through paper and pen tests or experimental reports,and a set of operational evaluation system has not been established.It is one of the important problems facing the basic education reform in our country to change the traditional single written examination evaluation model,explore the students' potential and explore the way to evaluate students objectively.Based on the results of previous researches on the evaluation of students' experimental lessons,this study aims to explore the methods of improving students' interest in learning and their experimental achievements,and tries to design a set of multi-evaluation indexes suitable for high school students' biological experiment curriculum.In this study,1240 students and 29 biology teachers in the first year of junior high school in Jiangmen city,Guangdong were taken as the research objects to investigate the necessity of diversity study evaluation of biology experiment course in high school,and the results were analyzed.In addition,case analysis was used to compare the effects of traditional experimental teaching evaluation method and multivariate evaluation method,and then interview method is used to invite some students' representatives from each class to talk about their experiences of these practices.Finally,based on the results of the investigation and the case analysis,theauthor puts forward some suggestions on how to carry out the effective evaluation of the biological experiment course.The main points of view are to establish a multi-evaluation system based on the experiment,including the diversity of subject,content and method of evaluation.Each item gives concrete and feasible quantitative evaluation index,the teacher can carry on one operation to one by one according to these specific evaluation index.The comprehensive evaluation of diversity designed in this study has certain feasibility,and this kind of comprehensive evaluation makes up for the deficiency of the traditional single paper pen test evaluation,which can reflect the learning process and learning effect of students.The simple paper and pen test evaluation has the characteristics of simplicity,clearness and wide differentiation,but the single evaluation is not conducive to give full play to the guiding and stimulating function of educational evaluation,especially it is difficult to detect the students 'learning behavior,attitude and other potential ability development by using only the type and difficulty of test paper.The evaluation of diversity has the characteristics of objectivity,comprehensiveness and accuracy,but the evaluation of diversity also has the defects of complicated evaluation factors,long observation period and complicated analysis among variables.Generally speaking,compared with the unitary evaluation,the multiple evaluations can not only increase students' interesting,but also conform to the comprehensive,fair and objective evaluation of every student's educational thought in the current quality education. |
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