Research On Present Situation And Strategy Of Evaluation Literacy Of Chemistry Teachers In Urban High Schools

With the continuous advancement of the new curriculum reform,as the designer and executor of the process of teaching activities,teachers should not only know how to teach,but also learn how to evaluate.The existing research shows that the quality of teacher evaluation in China is not optimistic,and it is difficult to adapt to the requirements of the new curriculum reform.There is still a gap between domestic and foreign studies on teacher evaluation literacy,especially in China,there are few studies on the evaluation literacy of chemistry teachers.Therefore,the author takes "the teaching evaluation quality of urban high school chemistry teachers" as the research topic,investigates its current situation,finds the existing problems,and proposes the development strategies and suggestions for improving the self-evaluation quality level of urban high school chemistry teachers.This study explores the present situation and development strategies of the evaluation literacy of chemistry teachers in urban high schools from six chapters.First of all,the author points out that it is urgent to improve the quality of urban teachers' evaluation based on the research background of "new curriculum reform" "teacher professional development" "transformation of evaluation methods" and "PCK development of subject teaching knowledge".By summarizing and analyzing the existing literature at home and abroad,this paper defines the concepts of town,evaluation quality,teacher evaluation quality,and urban high school teacher evaluation quality,and takes teacher professional development,classroom evaluation development,and diversified evaluation methods as the theoretical basis,so as to clarify the evaluate knowledge,evaluation consciousness,evaluation attitude,evaluation skills as the paper's four dimensions for the urban high school chemistry teacher evaluation literacy research framework.Secondly,questionnaire survey and interview are used to explore the present situation of the evaluation quality of chemistry teachers in urban high schools.Through in-depth analysis with SPSS 20.0,the following conclusions are drawn: 1.urban teachers' evaluation knowledge and skills are relatively solid,but the cognitive differences are large;the evaluation consciousness of urban teachers is weak and the evaluation attitude is not ideal.2.The evaluation consciousness determines the evaluation quality of urban teachers,and the evaluation knowledge and attitude determine the proficiency of urban teachers' evaluation skills.3.The evaluation quality of professor is the lowest,while the evaluation quality of senior teachers is higher;the larger the class,the more energy teachers need to manage,the weaker the evaluation consciousness of teachers;whether graduated from chemistry teacher major has little influence on the post-occupation development of teacher evaluation quality.4.The pressure of public opinion,the evaluation atmosphere created by the school,whether parents participate in teachers' evaluation of students,and the third-party evaluation directly affect teachers' evaluation attitude;whether urban teachers have participated in teaching evaluation training after serving affects the level of teachers' evaluation quality;however,whether urban teachers have studied teaching evaluation before service has no obvious influence on their evaluation quality.Finally,based on the results of the survey,the author puts forward the development strategy of evaluation literacy suitable for high school chemistry teachers in cities and towns from the perspectives of external and internal factors.From the perspective of external environment,the government should improve the relevant system of teacher evaluation literacy and improve the training needs of urban teacher evaluation literacy,and encourage colleges and universities to offer free courses to teachers so as to enrich the teaching concept of urban teachers.The school should provide a good atmosphere for teachers' development and evaluation literacy,encourage and support teachers to set up evaluation literacy learning groups,set up evaluation courses for novice teachers,and incorporate evaluation literacy into the daily evaluation standards for teachers to improve their enthusiasm for learning and evaluation literacy.For teachers themselves,teachers should keep a positive attitude of evaluation and strengthen the awareness of evaluation.