Construction And Empirical Analysis Of Evaluation System For Exploratory Experimental Teaching Of Biology In High Schools

The "Implementation Recommendations" in the "Ordinary High School Biology Curriculum Standards(2017 Edition)" were clearly proposed to improve not only biological experiment teaching but also students' core literacy in the biological disciplines.In high school biology teaching,exploratory experimental teaching played an unreplaceable role in cultivating students' comprehensive capacity such as hands-on operation,active inquiry,independent thinking and innovative thinking,which was especially conducive to the cultivation of students' scientific thinking and scientific inquiry ability.Therefore,a scientific evaluation of exploratory experimental teaching would benefit for the instructional design and teaching of of biology.In the context of the new curriculum,new requirements have been put forward for the teaching evaluation of exploratory experiments.To date,there has been no research on the evaluation system of exploratory experimental teaching in high school biology based on the 2017 curriculum standards.In this research,an exploratory experimental teaching evaluation system was constructed using scientific research methods,and quantification analysis was made to assess the teaching of exploratory experiments in high school biology in order to find out the shortcomings of the current high school biological exploratory experimental teaching evaluation research,and to lay an evaluation foundation for the design and teaching of exploring experiments.The current status of high school biology exploratory experimental teaching was firstly investigated and evaluated in some areas of Liaoning Province.Survey research and data statistics methods were uesd to try to analyse the investigation data of the current exploring experiment teaching situation scientificly and systematicly to show the number of classes,the method of inquiring experimental teaching,the main body of evaluation of inquiring experimental teaching,the method of evaluation,the feedback of evaluation,etc.clearly.The main work in this research focused on the following aspects such as constructing an exploratory experimental teaching evaluation system,evaluating standards based on relevant educational theories,conducting reliability and validity tests,and finally forming an exploratory experimental teaching evaluation scale.Empirical analysis followed was used to test the constructed evaluation system based on the teaching of seveal teachers combiningwith my own teaching practice.Some suggestions were put forward targeted for the exploring experimental instructional design and teaching practise,etc.according to the research results.It was showed that replacing the experimental experimental hands-on operation with the teacher's teaching,simplifying the exploratory experiment into a demonstration experiment and ignoring the characteristics of the exploratory experiment,lacking of evaluation after the exploratory experiment teaching and unscientific setting of evaluation content were the main problems in the current high school biology exploratory experimental teaching according to the survey results.The empirical analysis showed that the exploratory experimental teaching evaluation system established in this research was of scientific and reasonable qualities.Based on the results of empirical analysis,combined with the investigation results of the exploratory experimental teaching in high school biology,some suggestions on exploratory experimental teaching and evaluation were gicen here:(1)Putting core literacy as the purpose;(2)Laying stress on exploration teaching process;(3)Proposing evaluation subject pluralisticly;(4)Moving the evaluation criteria with the times;(5)Improving teachers and students' evaluation qualities;(6)Evaluation feedback just in time.