Practical Research On Dynamic Evaluation In Middle School Chemistry Class

According to the study,with the increase of difficulty,there is a phenomenon of polarization,and students’ learning interest gradually decreases during the course of chemical learning.In order to mobilize students’ interest and enable students to develop,education continues to change,and teaching assessment methods have also diversified.This study will use a dynamic assessment approach to incorporate multiple entities in the evaluation of the chemistry class.Through the timely detection of students’ cognitive deficiencies,make up for problems,tap potentials and enhance students’ chemistry learning interest and efficiency,so that students can learn more deeply.At the same time,this study is also a supplement and extension to the dynamic assessment theory research,providing ideas and methods for middle school teachers in chemical classroom teaching and evaluation of students.This study analyzes the current research status and major application models at home and abroad through dynamic analysis.Based on Vygotsky’s theory and Feierstein’s theory,the process of using dynamic assessment in chemistry class was designed.Mainly divided into two steps.The first is to train teachers and students how to assess;second is to determine the pretest questions or questionnaires,prepare lessons,conduct classroom teaching,arrange homework assignments,determine post-test questions or questionnaires,and analyze.In the study,it mainly involved the influence of seven factors on student interest.By comprehensively analyzing the data before and after the study,students’ interest in chemistry learning has improved significantly,which shows that the implementation of dynamic assessment in chemistry classrooms has feasibility and educational value.