A Research On The Evaluation Method And Standard Of "Four-Line" Teaching Model In Senior High School Chemistry Teaching

In recent years,the problem how to integrate the knowledge of chemistry history into the chemistry class has attracted the attention of scholars at home and abroad.Prof.Liu Zizhong of the research group proposed a new type of chemical history immersive teaching model---"four-line" teaching model,which consists of the four lines of the history,inquiry,knowledge and application,in which the crosswise runs through the lengthwise interlace grid.Li Hongyue,a member of the research group,conducted practical teaching on the “four-line” teaching model and achieved good practical results in 2016.However,the "four-line" teaching model currently lacks the evaluation standards and methods matched with it.And,it does not say whether the design of the teaching case conforms to the teaching thinking and characteristics of the "four-line" teaching model,and whether the historical line's,inquiry line's,knowledge line's and application line's the depth and breadth of the content is properly grasped and with the actual learning level of the student,This model does not evaluate the above several aspects.It does not evaluate the specific growth of “clearing the degree of knowledge,mastering the basic experimental skills,and mastering the breadth and deep's degree of knowledge,the awareness and specific level to use of knowledge to solve the problems in life”.This study is based on the evaluation criteria and evaluation methods of the "four-line" teaching model,and explores effective evaluation criteria and evaluation methods to match the "four-line" teaching model.The "four-line" teaching model,which help teacher to design corresponding teaching cases and evaluation criteria for student learning activities,involves the four dimensions elements: the classification of knowledge venation in the historical dimension,the self-confidence of learning,chemistry experiment inquiry ability and independent innovation experiment ability in the exploration dimension,the understood of the extent and deepness of knowledge in knowledge dimension,and the consciousness and ability to solve the problem with chemistry in application.To figure out the effectiveness of the evaluation method and standard of teaching model under this pattern,this research is based on the theory of multiple intelligences and developmental evaluation,mainly using three methods: literature analysis,practice teaching method and questionnaire survey.Students of grade 1 class 447 and class 448 in NO 1 Middle school in WUHAI city are selected as the subjects of the experimental class and the control class.The teaching practice of the "four-line" teaching model is carried out in the teaching contents of the current teaching edition of "metal sodium","element of enrichment in seawater" and "ammonia".In turn,according to the developed teaching cases and students' evaluation criteria and evaluation methods,the teaching cases and students' learning activities are evaluated and studied experimentally under the selected teaching contents.The research results indicate,the evaluation standards and evaluation methods of the "four-line" teaching model can clearly evaluate: the level and development trend of teacher-designed teaching cases,and the degree and development trend of students in clarifying the development process of knowledge,and the growth of students in the basic operational skills of chemical experiments and the awareness and ability of independent innovation experiments,and the students' grasp of the breadth and depth of knowledge,at the same time,by comparing the test results of the students in the experimental class and the control class,it was found that the 'aware of the history of chemistry,mastered basic experimental skills,students' self-confidence in learning,innovative experiments,and applied knowledge to solve problems in life' in the experimental class were significantly stronger than the control class.Students' academic performance and the students' level of awareness and ability to use knowledge to solve real life problems or phenomena under the "four-line" teaching model is obviously better than that of students under traditional teaching.The developed the "four-line" teaching model evaluation method and standard can clearly evaluate the level of teacher-designed teaching cases and the learning achievement and ability improvement of students' achievements in history,inquiry,knowledge and application.The evaluation standards and methods developed fully satisfy the evaluation requirements of the “four-line” teaching model and are scientifically feasible in practice.