An Empirical Research On The Assessment System Of Chemistry Classroom Teaching Of High School,Based On Delphi Method

Since the chemistry curriculum standards of high school(Draft for Suggestions)put forward the core quality of chemistry,classroom assessment has become an important way to carry out the core quality of discipline,which,based on "literacy development",sets up the concept of chemistry learning assessment,implements the integrated classroom of teaching,learning and assessment,and improves the status of classroom assessment.However,launching the new curriculum reform each round is not only the reform of teaching content,but the change of assessment criteria.Because teachers and students are influenced by the traditional educational thought,most of the classroom teaching assessment of school is connected with the scores and the college entrance examination.To some extent,such a teaching assessment system is not suitable for the quality of education developing.Therefore,the assessment way of the chemistry must be changed and make the assessment mode changed promote the transformation of teachers' education and teaching concept.The research on the classroom assessment has always attracted the attention of researchers,but most of the researchers center around traditional qualitative research.There are few literatures of assessment of chemistry classroom teaching in high schools.Therefore,based on the reasons above,under the guidance of the constructivism theory,the development of teaching assessment theory and the science theory learning,this paper adopts the quantitative research and the qualitative research,and the research methods,including the literature research,interview,and questionnaire as well as Delphi,hoping that the chemical assessment system constructed by the empirical research can improve the classroom assessment quality of chemistry teachers,improve professional quality of teachers,and students' academic quality.In the first chapter,the research expounds its research background,the relevant trends of the domestic and foreign research,combined with background of the era,and elaborates the purpose and significance,method and the content of the research.Then in the second chapter,the paper defines the concept of teaching assessment of chemistry,empirical research and delphi research,and expounds theoretical basis of the research.In the third chapter,this paper investigates the current situation of classroom teaching assessment of the chemistry teachers in the high schools of Guangxi.The chemistry teachers in the high school recognize the important role of chemistry classroom teaching assessment,including their inadequate understanding of the existing top-down assessment system.In the quality of the teacher's teaching assessment,the classroom assessment skills have a good level(4.44 scores),but with a relative absence in the aspect of classroom assessment consciousness and attitude(3.76 scores),as well as classroom assessment knowledge(3.78 scores)are relatively lack.The perception of the most teachers is limited to knowing and understanding of the core competence of chemistry.The standard of the next lesson for the chemistry teachers under the background of their core quality is to improve the students' ability,to make the students have a good harvest,to accomplish the teaching goals,to adopt the appropriate learning methods and to make them learn in a pleasant atmosphere.Based on the results of the third chapter,the fourth chapter explores the problem of "the chemistry classroom teaching assessment system of high school" by adopting the future prediction method-Delphi method.After two rounds of dimension construction,the expert team finally makes an agreement on target system,learning technology,teaching method,the professional knowledge,assessment feedback and cultural atmosphere as well as students' harvest.After the t test of independent sample,there is no significant difference of conception between the secondary school educators and university educators on the 7 first level dimensions.In the construction of weights,besides,only the weight of I2 learning technology university educator,one of the 7 first-level dimensions is higher than that of the secondary school educators.Then,there are no significant differences in the other 6 first level dimension target systems,in the aspect of the learning techniques,teaching methods,professional knowledge,the assessment feedback,the cultural atmosphere,and the weight of students' income.In the 23 two level dimensions,in terms of the student quality and student development,only the weight of the high school educators have is higher than that of the university educators in two dimensions.There are no significant differences in the other 21 dimensions.Finally,the assessment system of chemistry classroom teaching is established,and the assessment system has certain authority and credibility.Two researchers make an assessment on 6 chemistry classes,and adopt Spielman Rank Correlation Coefficient to measure consistency of the date,showing that the correlation coefficient is 0.771,which is a high consistency.Through the practice of class assessment,we try to establish the assessment model of chemistry classroom teaching of the high school and the guidelines for the assessment system,to facilitate the understanding and the using of assessment system,analyzed the significance of the evaluation system in practice.There are still some deficiencies in this study,due to the limited research time and the limited level as well as advantages and disadvantages of different research methods.As a result,the assessment system established by this research still needs to be perfected in practice with a large number of practical research data,and the conclusions requires further test in practice.