Research On The Evaluation Model Of High School Chemistry Teaching From The Perspective Of Core Literacy

The "2017 General Senior High School Chemistry Curriculum Standards" requires the development of "literacy-based" chemistry teaching.However,the development of "literacy-based" chemistry teaching can only be understood with the help of teaching evaluation.In the past,teaching evaluation studies mostly started from the "teaching" of teachers,and there was a certain degree of one-sidedness.On the basis of combing the past research,this research constructs a high school chemistry teaching evaluation model from the perspective of core literacy from the perspective of "teaching" and "learning",and compiles questionnaires to carry out empirical research,draws research conclusions and gives teaching improvements suggest.In order to construct a high school chemistry teaching evaluation model from the perspective of core literacy,through theoretical deduction and literature review,it is determined that the evaluation of high school chemistry teaching should start with the evaluation of teachers' "teaching" and the evaluation of students' "learning".In the evaluation of "teaching",through combing and defining the concept,connotation and constituent elements of teacher's teaching ability,based on the past teaching evaluation research results,combined with chemistry curriculum standards,we have determined the development of "quality-oriented" high school chemistry The core teaching ability system that teaching should have is composed of six abilities,including the ability to scientifically formulate chemistry teaching goals,the ability to select and organize chemistry teaching content.The evaluation of "learning" is based on the evaluation of the achievement of the students' core literacy in the chemistry subject,the recognized most authoritative evaluation standard and the academic quality level contained in the 2017 high school chemistry curriculum standard,integrating its four levels,Forming the four dimensional elements of high school students' chemistry core literacy.After the completion of the model construction,based on the PISA test and past teaching evaluation research results,combined with the academic quality level in the 2017 version of the new curriculum standard,a high school chemistry teacher teaching ability test questionnaire and a student core literacy level test were compiled Check the questionnaire.The researchers selected four chemistry teachers and their eight teaching classes as the survey objects in the four high schools in Jining City through the recommendation of teachers and researchers and school leaders.Finally,the questionnaire data is reviewed and assigned,the data is entered into SPSS21.0 analysis and processing software for processing,the data visualization technology is used to present the data results and analyze and explain,draw research conclusions,and give teachers targeted teaching improvement suggestions.Research shows:(1)The constructed teaching evaluation model under the core literacy perspective can efficiently evaluate the effectiveness of high school chemistry teaching under the core literacy perspective.(2)There is no inevitable correlation between the teacher's teaching ability level and the student's core literacy development level.(3)The ability of high school chemistry teachers to design experiments and exploratory activities is in urgent need of improvement.The innovations of the thesis are:(1)A questionnaire for chemistry teachers' teaching ability test and a questionnaire for students' core literacy level test has been compiled,which provides a new tool that can be used for reference in the future development of high school chemistry teaching evaluation from the perspective of core literacy.(2)The proposed high school chemistry teaching evaluation model from the perspective of core literacy provides a new theoretical basis for the future development of high school chemistry teaching evaluation research;(3)The proposed corresponding evaluation of "teaching" and "learning" The method provides a new method reference for carrying out teaching evaluation research.