Construction Of Evaluation Index System Of Chemistry Teaching In Senior Middle Schools From The Perspective Of Core Literacy

The Standard of General High School Chemistry Curriculum(2017 Edition)takes the integration of “teaching,learning,and evaluation ”as a new evaluation concept,which has a strong practical relevance.However,the implementation of core literacy evaluation in high school chemistry classroom teaching is still a difficult problem.It is the aim and purpose of this research to build a core literacy-based evaluation system for high school chemistry classroom teaching and promote the transformation of evaluation concepts into evaluation behaviors.In order to build a simple and easy-to-use classroom teaching evaluation tool,it not only has the function of diagnosis,guidance and motivation for high school chemistry classroom teaching activities,but also can detect the implementation of core literacy in high school chemistry classroom teaching.The main contents completed in this study are:First,on the basis of literature analysis and teacher interviews,the indicator system and the content of the indicators of the senior high school chemistry classroom teaching evaluation scale based on core literacy were initially drafted,and expert consultation drafts were prepared accordingly.Secondly,the Delphi method was used to solicit high-school chemistry classroom teaching evaluation scales from senior high school chemistry teachers to revise and improve the high school chemistry classroom teaching evaluation index system and its content.Third,based on the opinions of frontline chemistry teachers in senior high school on the relative importance of each index,the weights of each index were calculated using the analytic hierarchy process to form a high school chemistry classroom teaching evaluation scale.Fourth,six independent observers were selected to use the Senior Middle School Chemistry Classroom Teaching Evaluation Scale to evaluate the classroom teaching of “methane” in Senior Middle School Chemistry Compulsory 2.SPSS.20 was used to calculate the reliability of the scorers of the senior high school chemistry classroom teaching evaluation scale to test its practicality.Based on the above research content,the following conclusions were obtained:(1)The core literacy-based senior middle school chemistry classroom teaching evaluation scale consists of 4 first-level indicators and 21 second-level indicators.(2)Teaching practice shows that the core literacy-based chemistry classroom teaching evaluation scale for high school has good reliability and validity and can exert its diagnostic function,which can promote the concrete implementation of core literacy in chemistry classroom teaching in high school.