Study On The Process Assessment In Junior Chemistry Experiment Teaching

The core idea of basic education curriculum reform in our country is "everything is for the development of every student".This idea requires that the traditional evaluation system which emphasizes the function of analysis and selection should be changed to the evaluation system which emphasizes the function of feedback and encouragement.In this context,new forms of evaluation that meet the requirements of the new curriculum standards are constantly proposed,and process assessment is one of the new curriculum standards.Compared with summative assessment and formative assessment,process assessment respects the individual differences of students and pays more attention to the evaluation of both intellectual and non-intellectual factors of students in the learning process.It emphasizes that students,as the main body of teaching,should take the initiative to participate in evaluation.It advocates that teachers provide effective guidance and help for the problems of students in the learning process.In the process of evaluating and being evaluated,students construct their self-worth by drawing lessons from each other and introspecting themselves.In this way,students can form a sense of self-identity and enhance the educational purpose of learning autonomy.This paper consists of six chapters.The first chapter is the introduction,which analyses the research background and current situation of process assessment,so as to determine the purpose,significance,objectives,methods and ideas of this research.The second chapter summarizes the process assessment and junior chemistry experiment teaching.The meaning,characteristics,tools,process and theoretical basis of process assessment and the function of using experimental teaching method are discussed in this part.The consistency between process assessment and junior chemistry experiment teaching is also defined.In the third chapter,the current application of evaluation assessments in junior chemistry experiment teaching are investigated and analyzed.Through interviews and questionnaires,the existing problems in the application of the current evaluation assessments in junior chemistry experiment teaching are obtained,and then the solutions to these related problems are put forward.This may provide a basis for the rational design of the evaluation table.In the fourth chapter,the application of process assessment in junior chemistry experiment teaching is systematically designed.From the seven parts of experimental inquiry,it is concluded that the evaluation dimensions are "experimental knowledge","experimental scheme design","experimental inquiry process","experimental operation skills","experimental inquiry results","the attitude of the evaluated towards the experiment" and "the performance of the evaluated group".On the basis of the evaluation dimension,and according to the relevant provisions of the "Compulsory Education Chemistry Curriculum Standards" for junior chemistry experiment teaching,the process assessment criteria and evaluation contents are formulated.Through the organic combination of student self-evaluation,group mutual evaluation and teacher evaluation,the basic template and relevant rules of the evaluation form are designed.In the fifth chapter,the application of process assessment in junior chemistry experiment teaching is designed.Combining the basic template of the evaluation table designed in Chapter 4 with the two specific junior chemistry experiment courses of "laboratory preparation of carbon dioxide" and "removal of insoluble impurities in crude salt",a teaching case for front-line teachers to use evaluation table and reference is designed,and an example analysis of the evaluation table is given.In the sixth chapter,the conclusions,reflections and prospects of this study are elaborated.With the continuous development of China's education level,the deepening of the educational idea of "People-oriented",the change of the concept of society,schools and families all provide the possibility for the practical application of process assessment.But at present,the research on process assessment at home and abroad is still in the theoretical overview,so the purpose of this paper is how to apply process assessment to junior chemistry experiment teaching.By solving the problems of "how to establish fairer and objective evaluation criteria?","How to choose a more reasonable evaluation content?","How to design a practical evaluation scale?","How to embed the process evaluation in the actual curriculum?" and "How to analyze and utilize the collected evaluation information?",this research may provide help to the front-line teachers who want to try to use process assessment in junior chemistry experiment teaching.The educators should explore and improve process assessment step by step in more education and teaching practice,which may make the process assessment play the role of promoting the formation of students' chemical literacy and the development of multiple intelligences.