Observation And Thinking On The Classroom Immediate Evaluation Of Novice And Skilled Teachers In Senior Middle Schools

The General Senior High School Chemistry Curriculum Standard(2017 Edition)proposes the concept of integrated teaching and evaluation,emphasizing the important role of evaluation in the teaching process.However,from the daily classroom observations,the application of teaching evaluation in normal classes is still not satisfactory.In particular,the instant evaluation of classrooms is difficult to control the classroom,and can not stimulate students' enthusiasm for learning.Therefore,the author chose immediate evaluation to conduct research.The main research idea of this research is: first,the specific connotation of immediate evaluation is clarified under the guidance of teaching theory and evaluation theory,and then an observation scale for immediate evaluation is developed,and the performance of novice and skilled teachers of high school chemistry is evaluated.Analysis,and finally put forward suggestions based on the analysis results to improve teachers' immediate evaluation level.This study mainly uses the literature method and classroom observation method.First,by reviewing a large amount of data,understand the research status of immediate evaluation at home and abroad,and then discriminate and analyze the immediate evaluation and other related concepts to deepen the understanding of the connotation of immediate evaluation.Then combing the existing research dimensions from the relevant literature and combining the actual classroom actuality to develop an observation and assessment scale for the chemistry classroom.Then use this tool to observe 16 normal classes of 8 chemistry teachers in a middle school,and finally analyze the performance of novice and skilled teachers from the perspective of grade,class type and personality.The analysis results show that: chemistry teachers' evaluation goals are comprehensive,evaluation content is rich,evaluation methods are diverse,and evaluation subjects are diverse.From the perspective of grades,the performance of teachers in senior one is better than that of senior two.From the perspective of thecourse type,the performance of the new lesson and exercise class is different.The evaluation in the new lesson is mainly to test and judge the student's knowledge,while the evaluation in the exercise class is to promote students 'understanding and construction,and to improve students' performance.Recognition level is dominant.This is mainly caused by the different teaching functions carried by the two types of courses.From the perspective of personality,lively teachers are more flexible and diverse than quiet and stable teachers,and the classroom atmosphere is also better.Comparing the real-time evaluation status of novice and experienced teachers from different dimensions,we found that novice and experienced teachers have different performances in different dimensions.The novice teachers perform better than the novice teachers in the evaluation methods and evaluation subject dimensions,and their evaluation methods are more diverse,and the evaluation subjects are more diverse;while the novice teachers perform better than the novice teachers in the evaluation goals and evaluation content dimensions,they can help evaluation promotion Students 'understanding and development contribute to the formation of students' core literacy.Based on the observation results,the author gives suggestions from the aspects of deepening the concept of teaching evaluation,balanced evaluation goals and evaluation contents,diversified evaluation methods,diversified evaluation subjects,and grasping evaluation opportunities.