Investigation And Research On Immediate Evaluation Of Chemistry Classroom In Senior High School Under The Concept Of "Teaching,Learning And Assessment"

With the continuous reform of chemistry classroom in senior high school,the evaluation theory of chemistry education has entered a new stage.The curriculum concept of the integration of "teaching,learning and evaluation" is clearly put forward in the Chemistry Curriculum Standard for General Senior High School(2017 Edition)formulated by the Ministry of Education of China,and it is regarded as the basic way and strategy to implement the core literacy of chemistry.The key to the integration of "teaching,learning and evaluation" is "evaluation",which plays a strong guiding and promoting role in teaching and learning.As an important part of chemistry daily learning evaluation,chemistry classroom real-time evaluation can directly judge the achievement of students' core literacy of chemistry discipline.At the same time,teachers can adjust the classroom teaching structure and progress in time according to the feedback of classroom students,so as to achieve classroom optimization and play a positive role in promoting the cultivation of students' core literacy of chemistry discipline.This study is based on the theory of developmental evaluation and the integrated concept of "teaching,learning and evaluation".Through the method of investigation and research,this study explores the implementation of immediate evaluation of chemistry classroom in senior high school.Referring to the relevant research of domestic and foreign scholars on classroom instant evaluation and the integration of "teaching,learning and evaluation",this paper constructs a chemistry classroom instant evaluation model under the concept of "teaching,learning and evaluation",and uses the evaluation model to carry out teaching activities.verify the effectiveness of the model.The paper consists of six parts.In the introduction,it explains the basis of selecting the topic,the review of the previous literature and the significance of the research.The second chapter is an overview of the research,including the definition of the core concepts of this study,the theoretical basis of the research,and the research ideas and methods of the research.The third chapter is the investigation of the current situation of the immediate evaluation of chemistry classroom in senior high school,which carries out the survey in the form of questionnaires and interviews,and makes a quantitative analysis of the survey results,and summarizes the existing problems and causes of the current chemistry classroom instant evaluation,including: teachers' cognitive level,teachers' evaluation literacy,and the basis of immediate evaluation.In view of the problems found,the fourth chapter studies the strategiesof immediate evaluation of chemistry classroom under the concept of the integration of "teaching,learning and evaluation".According to the theory of developmental evaluation and the integrated concept of "teaching,learning and evaluation",a model of real-time evaluation of chemistry classroom is constructed.The model consists of five main links: grasping the immediate evaluation goal,presupposing the real-time evaluation information,choosing the instant evaluation method,classroom teacher-student interaction evaluation,observing and monitoring student feedback.The five links are interrelated and restrict each other.In the fifth chapter,the evaluation model constructed by the study is applied to practical teaching.By comparing the participation of middle school students in the experimental class and the control class,it is proved that the classroom real-time evaluation model is feasible and effective.The last chapter is a summary and reflection,summarizes the research work,and clarifies the shortcomings in the research,so as to provide valuable reference for further improving the quality of classroom teaching.