Research On The Design And Application Of Peer Evaluation For Information Technology Courses In Senior High Schools

The promotion of the multi-evaluation concept has promoted the change of evaluation methods.Education no longer pays attention to students' learning results blindly,but starts to pay more attention to the learning process,emphasizing formative evaluation,innovating teaching evaluation methods and creating a new educational ecology.Peer evaluation,as a new evaluation method,has begun to be applied to classroom teaching,and it has solved the problems of unity and autocracy,which mainly focus on teacher evaluation.Peer review first appeared abroad,mainly focusing on the effects between different subjects,the application effect of peer evaluation,and the attitudes of peer evaluation among students.The domestic peer evaluation mostly focuses on peer evaluation in the classroom.The specific application of implementation methods and other aspects.This article is mainly based on the analysis of peer review at home and abroad,and is guided by constructivist learning theory,multiple intelligence theory,and cooperative learning theory,using literature research methods,action research methods,survey research methods,and classroom observation methods.Research,through the method of literature research,combed the analysis and research on the design of peer review activities of high school information technology peers based on cloud class from the two levels of theoretical research and practical application,put forward the research methods and research ideas of this paper,and sorted out Relevant concepts and theoretical basis for implementing peer review in information technology classroom teaching.According to the characteristics of the information technology curriculum and the needs of teaching evaluation,the activity scheme design of peer evaluation in high school information technology classroom teaching based on cloud classes was carried out.In terms of practical effect testing,this study found a peer review through a comprehensive analysis of qualitative indicators such as student participation,quality of works,and quality of reviews,as well as qualitative indicators such as peer review student satisfaction questionnaire survey results and student personal interview results.It plays a significant role in stimulating students' enthusiasm for learning,improving students' participation in courses,improving classroom teaching efficiency,and promoting students' deep learning,which is conducive to the realization of teaching goals.Based on the practical experience of peer review activities and feedback fromstudents,an application strategy for implementing peer review activities in information technology classroom teaching is proposed.Through research,it was found that peer evaluation can effectively promote the improvement of students' classroom participation,learning ability and evaluation ability.At the same time.Aiming at the problems in the application of peer evaluation,the author proposes application strategies from three aspects: environmental incentives,motivation improvement and ability improvement.Environmental incentives: An objective and fair evaluation atmosphere;setting up evaluation gauges to provide guidance for student grading;combining quantitative evaluation with qualitative evaluation.In terms of ability improvement: attach importance to training and improve evaluation ability;actively guide and play the key role of teachers;feedback and summary to further complete the internalization of knowledge.In terms of motivation improvement: anonymous comments to avoid social effects;display outstanding works.Create a good supportive environment,provide support services for peer evaluation,and stimulate the driving force of learning.The implementation of peer evaluation activities designed by the Institute in the classroom teaching of information technology will improve students 'classroom participation and the quality of students' works.It is expected to provide useful reference for the research on improving the efficiency of information technology classroom teaching with diversified evaluation methods.