The Research On The Performance Assessment Of The Making Ability Of Senior High School Students' Biology Tools

One of the basic concepts of the "Biology Curriculum Standards for High School(2017 Edition)" is that academic evaluation promotes development,and advocates focusing on individual differences and development needs of students in evaluation,helping students to understand themselves,build self-confidence,improve learning methods,and promote formation of core literacy in biology disciplines.At the same time,the reform of the basic education curriculum has put forward new requirements for teaching evaluation.Evaluation must not only focus on the academic performance of students,but also focus on the learning process of students,and promote the all-round development of students.Evaluation determines the effectiveness of curriculum reform.The reform of teaching evaluation is related to the acquisition of students 'core literacy.Teachers must change the traditional evaluation method.They can no longer use a single paper and pencil test to evaluate students' final learning results.Instead,they must use developmental performance evaluation.Performance assessment refers to the evaluation of students' performance,characteristics and abilities in the task process when they complete an actual task.It can also refer to the learning attitude and effort level of students in the learning process.As well as the ability to solve problems,evaluation can make up for the lack of traditional paper and pencil tests and make a comprehensive evaluation of students' academic performance,development characteristics,and skills.Biology learning tools are learning materials to assist learners in understanding the learned knowledge and cultivating hands-on operation skills through rich carrier forms(such as objects,pictures,videos,etc.)in the course of biology teaching to meet the needs of learning or tools.How can the evaluation process better promote the development of students? Is performance assessmenta new evaluation method suitable for evaluating the performance of high school students during the production of high school biology tools? This is a question worth studying.This topic uses research methods such as literature research method,investigation research method,education experiment method,statistical analysis method,and designs the implementation process of applying performance assessment to biology tool making activities of high school.Take class 7 and class 18 students in the first grade of a middle school in Kaili,Guizhou as research objects,and typical cases are selected to carry out practical research on the performance evaluation implementation process.By collecting and analyzing the September biology test results and high school students' interest in biology learning before the experiment in the experimental class and the control class,the evaluation scores of the high school students' learning tools in the experiment,and the interest scores in the biology learning interest of the high school students after the experiment To verify whether performance evaluation is feasible in high school biology tool making activities and whether it is helpful to improve the comprehensive ability of high school students and the development of learning interest.After the experimental study,the following experimental results were obtained:(1)The data of the evaluation scales made by the three classes of experimental class and control class were tested by independent samples.The data showed that the significance P values of the three experiments were less than 0.05,indicating that the application the average performance of the three experimental classes of the performance evaluation is significantly higher than that of the control class,indicating that biology tool making activities in the high school,the application of performance evaluation of the experimental class can promote the comprehensive ability of students and can also effectively improve the experimental class students' language expression ability,cooperative communication ability,knowledge acquisition ability and innovative thinking ability.(2)The experimental data shows that the experimental class using expressive evaluation and the control class using traditional evaluation methods,the paired sample T test of pre-test and post-test in high school students' biological learning interest P <0.05,indicating the application of performance evaluation of students in the experimental class had significantly higher interest in biology learning than the control class,indicating that applying performance evaluation can enhance the interest in biology learning of high school students.Through the research of this topic,the following conclusions are drawn:(1)Performance assessment applied to the production of learning tools can increase the interest of high school students in biology learning.(2)Performance assessment appliedto the production of learning tools promotes the improvement of the comprehensive ability of high school students.(3)Promote the enhancement of high school students' awareness of cooperation and communication,and expand the thinking skills of high school students.In order to further improve the conclusions of this study,the author proposes the following teaching suggestions:(1)Pay attention to the feedback strategy of performance assessment,and timely understand the changes and development of students' abilities.(2)Choose the appropriate school materials.(3)Encourage students to be creative and cultivate their innovative thinking.(4)Use a variety of performance assessment tools to achieve a comprehensive assessment.(5)Implement a variety of performance assessment task types to enhance students' interest in learning.