Construction And Application Of The Evaluation System For Teaching Design Based On Big Idea

After the start of a new round of curriculum reform,the research related to teaching of big ideas has developed rapidly in China.In 2017,the Chinese translation of“Understanding by Design” by Grant Wiggins and Jay Mc Tighe was published,and the Ministry of Education’s “General High School Curriculum Plan” first proposed bigideas teaching,setting off a great upsurge in domestic big-ideas teaching practice.Since then,the research on big-ideas teaching in China entered a period of rapid growth.This is accompanied by a series of questions: What is the connotation and teaching value of big ideas? What is the relationship between different related terms? Does the current teaching design of big idea conform to the concept of big ideas? Can it point to the goal of big-ideas teaching? Therefore,how to evaluate the existing big-ideas planning designs becomes the core issue of this researchFocusing on this core issue,this paper conducts the following research:Firstly,on the basis of the systematically examing the development history of big ideas and the related research of big ideas at home and abroad,the connotation,characteristics and value orientation of big ideas in teaching were clarified.Secondly,based on the theory and practice of big-ideas planning design and existing evaluation tools of planning design,the evaluation index system of big-ideas teaching design was initially constructed.The third was to revise and improve the evaluation index system of big-ideas teaching design based on the expert survey method.The evaluation index weight system of big-ideas teaching design was constructed by expert survey method and rank sum operation method,and a complete evaluation system of big-ideas teaching design was proposed.Finally,in order to test the reliability and effectiveness of the evaluation system of big-ideas planning designs in practical application,we evaluated the planning designs of chemistry big-ideas randomly selected from core journals,tested the consistency of the evaluators in the practical application of the evaluation system of big-ideas teaching design and identified the current problems of big-ideas planning designs,and proposed the development direction of this field.Through the above research,this paper drawed the following conclusions:（1）Core concept,basic concept and key concept are all manifestations of big ideas,and their connotations are strongly consistent with the teaching value orientation.（2）Through two rounds of expert investigation,the evaluation index system of big-ideas planning designs was finally determined,which consists of 4 first-level indicators,7 second-level indicators,12 third-level indicators and 28 relevant requirements in the evaluation criteria.（3）Based on the rank sum operation method,the weight system of the evaluation index of big ideas teaching design was determined.The weight of the four first-level indexes is as follows: Process design > big ideas analysis > Goal design > evaluation design.So far,a complete set of evaluation system of big ideas teaching design had been put forward.（4）Judging from the evaluation results,the overall score of the current big ideas teaching design is good.Except for the "evaluation design" item,the scores of the other three first-level indicators are higher than the medium observation value（M=3）.In general,teachers have insufficient awareness of the role and purpose of evaluation,and invest less energy in evaluation design,especially diagnostic evaluation（M=2.15）and summative evaluation（M=2.30）,with scores below the medium observation value.（5）According to the analysis of the specific content of teaching design,there are the following problems in the current big-ideas teaching design in China: First,the evaluation design is seriously insufficient,and most teachers do not carry out evaluation design or take little consideration of the effectiveness of evaluation;Secondly,the analysis of big idea is not appropriate.Some teachers refine and analyze the big ideas or enduring understandings that do not conform to the connotation and value orientation of big ideas,especially in the "portability" of big ideas.Thirdly,it is not closely related to the core literacy of the discipline.Some teachers ignore the connection with the core literacy of the subject when carrying out the practice of big ideas teaching design.