Process Evaluation Research On High School Chemistry Teaching Which Based On The “Competencies”

Since the promulgation of the 2017 edition of Common High School Chemistry Curriculum Standards,The key competencies of high school chemistry has become a hot topic of common concern,and the training of students' key competencies of chemistry has also become the aim of high school chemistry teaching.High school chemistry course standards not only summarized the key competencies of high school chemistry,but also take new requirements for high school chemistry teaching evaluation,and also put forward requirements for the implementation of process evaluation in high school chemistry teaching.Process-oriented evaluation is the overall evaluation of students' chemistry learning process.As a reform of chemistry teaching evaluation,this kind of evaluation method can improve students' chemistry key competencies very well.Therefore,the content and standard of procedural evaluation of senior high school chemistry teaching should reflect the chemistry key competencies,so as to promote the development of senior high school students' comprehensive competencies.This study will take a high school in Huanggang as the pilot,carry out the investigation,design,implementation and evaluation of the "competencies" process evaluation of high school chemistry teaching,and study whether the "competencies" process evaluation is conducive to the cultivation of students' key competencies of chemistry discipline.This paper include six parts.The first part is the introduction,which mainly elaborates the significance of implementing " competencies" high school chemical process evaluation and the research status of process evaluation and key competencies at home and abroad,and determines the research aim at,content and method of this essay.The second part is the definition of the theories and concepts related to the research content.The third part carries out the compilation,measurement and analysis of the survey tools.Through the student questionnaire and teacher interview,we understand the application status of "competencies" process evaluation of high school chemistry teaching.Through the student questionnaire and teacher interview,we find that there are problems in process evaluation under the background of key competencies:(1)Lack of quantitative evaluation criteria;(2)The process evaluation does not reflect the requirements of chemical key competencies;(3)The evaluation content is not comprehensive enough;(4)The process evaluation activities are not fully carried out,and the promotion effect of evaluation on students' key chemical competencies ability is not exerted;(5)Students do not play the role of the main body of evaluation.According to the problems found in the survey and the analysis of relevant competencies,the strategy of applying the process evaluation of "competencies" to high school chemistry teaching is summarized and put forward:(1)According to the curriculum standards,an evaluation standard that can reflect the key competencies of chemistry is formulated;(2)Pay attention to the comprehensive evaluation of students' key competencies of chemistry;(3)A variety of evaluation subjects and methods are adopted to comprehensively evaluate the students' key competencies of chemistry;(4)Promote the integration of "teaching,learning and evaluation";(5)The research points to a demonstrative case of "competencies" process evaluation of high school chemistry teaching.The fourth part is the "competencies" process evaluation design and evaluation design cases of high school chemistry teaching.According to the strategy of process evaluation applied in high school chemistry teaching,the paper designs the "competencies" process evaluation cases of chemistry teaching.The fifth part is the evaluation program practice and the effect analysis,through the ability of the same two classes to carry on the education experiment,the pre-test,post-test results of the data analysis.The sixth part combs the research conclusion and reflects on the inadequacies in the research.Research results show that the experimental class students process of "competencies" evaluation questionnaire,analysis found that the students through the process of the implementation of "competencies" after evaluation,students' interest in chemistry learning rise,chemical learning style has a lot to improve,chemical thinking ability,cooperation ability,reflection ability and other comprehensive quality were improved.Test is analyzed from the dimension of literacy,after analysis found that the students' key competencies level have different degrees of chemical disciplines,including identification of "macro and micro analysis","the ideas of changes and balance","scientific inquiry and innovation consciousness","evidence reasoning and model recognition" literacy improve obviously,as the practice time is shorter,in a "scientific attitude and social responsibility" literacy dimensions in two classes there was no significant difference.