The Application Of CCPN Classroom Observation Mode In The Evaluation Of Senior Middle School Biology Teaching

With the new wave of curriculum reform in middle schools at home and abroad,core literacy has become an important direction and key content of basic education.Core quality is the essential character and key ability that students gradually form to meet the needs of their lifelong development and social development during their education.The classroom teaching evaluation has always been one of the key points in the implementation of new curriculum.However,the current classroom teaching evaluation is still using the old experience of course evaluation,and it is not timely revised and promoted according to the goal of cultivating core qualities,which seriously hinders the implementation of core qualities in classroom teaching.For this reason,professor Zhou Ga-xiao and professor Liu En-shan put forward a new class evaluation paradigm-CCPN classroom observation model based on how to cultivate core literacy.According to the multidimensional performance requirements of core literacy on knowledge,ability and attitude,CCPN is divided into four dimensions: Content knowledge(C),Capacity(C),Pedagogical knowledge(P)and Nature of science and inquiry(N).This paper takes teaching knowledge and ability dimensions as the research direction,through using the modified Flanders interaction analysis system(IFIAS)to the ordinary high school biology classroom teaching class and high quality class with quantitative analysis,and find out ordinary class and high quality class core quality differences in the implementation of biological disciplines,teaching advice is given.Based on this goal,this paper is divided into the following aspects:Using the concepts of classroom observation and teaching evaluation,this paper analysis the research status and achievements of classroom observation and teaching evaluation at domestic and abroad.On this basis,by interpreting the meaning andconnotation of CCPN classroom model,find out the advantages of CCPN classroom model.Based on the observation points of CCPN classroom observation model,the observation scale was constructed and consulted by experts and front-line teachers to improve the observation scale through correction and reliability and validity test.Then,drawing on the improved Flanders interactive analysis method,this study observes and records share of biology teachers' teaching knowledge and ability in ordinary classrooms and high-quality classrooms.After data analysis,the following conclusions are drawn:(1)The distribution proportion of ordinary courses in ability cultivation is far less than that of high-quality courses(34.6% vs.14.56%),indicating that high-quality courses are more in line with the requirements of ability cultivation in the new Curriculum Standard of 2017 edition.(2)The coverage of quality courses in the implementation of core biological literacy is significantly greater than that of ordinary courses.The recognized quality courses pay more attention to the improvement of intelligence and skills,so as to promote the comprehensive development of the core accomplishment of biology.(3)In the process of implementing core biological literacy,high quality courses can create a situation for students to actively participate in the class and acquire knowledge in activities according to the new curriculum standard of 2017.(4)The distribution ratio of ordinary courses on experimental skills is almost zero,indicating that ordinary courses do not pay enough attention to the improvement of experimental skills.In the process of teaching,ordinary and high quality courses do not pay enough attention to the students' exploration skills,so we should pay more attention to the cultivation of this aspect in the future.