| The "Science Curriculum Standards for Compulsory Education Primary Schools（2017Edition）" established that the overall goal of Chinese primary school science curriculum is to improve students’ scientific literacy,so that to cultivate people with holistic development（e.g.scientific spirit,practical innovation ability,and problem-solving ability）.Nowadays,people pay more and more attention to cultivating students’ core literacy and equipping them with the necessary characters and key abilities to meet the needs of lifelong development and social development.In the new era,deepening the reform of education evaluation needs to be implemented and practiced.How to integrate the concepts and training objectives in the curriculum standards into the scientific inquiry activities of primary schools,And through matching evaluation tools to evaluate students in a timely,true and effective manner,In this way,we can understand the real ability level of students,which has aroused the thinking and exploration of the majority of primary school science teachers.Based on the characteristics of primary school scientific inquiry activities and the characteristics of performance assessment,exploring the performance assessment of primary school scientific inquiry activities,to find out the elements,concepts and meanings of the performance assessment of primary school scientific inquiry activities,as well as the design principles and design framework of the performance assessment of scientific inquiry activities.Under the guidance of the theory and technology of performance assessment,combined with the objectives of the science curriculum,the scientific research on the "design and production of a car" in the seventh and eighth sections of the third unit " Movement and Force " in the fourth grade of the primary school science textbook.The inquiry activities are designed and the corresponding inquiry activities are carried out from the three stages of the design of the car,the production of the car,and the evaluation of the car.At the same time,apply the developed performance assessment tools for comprehensive ability of primary school students in scientific inquiry activities to teaching practice.This study divides students’ comprehensive ability into 6 dimensions,that namely scientific learning ability,innovation ability,comprehensive thinking ability,social participation ability,emotional cognition ability,and scientific inquiry ability.24 sub-dimensions are used as secondary indicators to develop matching evaluation tools for evaluation content.Collect data related to students’ comprehensive ability through student evaluations,interviews and so on.Finally,the data analysis.The conclusion drawn from the process and results of this research is that students’ comprehensive ability can be "visible,tangible,and able to evaluate";the development and application of the evaluation scale are helpful for teachers to understand the level of students and adjust the teaching direction.;scientific inquiry activities It is conducive to the improvement of students’ comprehensive ability;the innovative ability of students needs to be cultivated in practical activities;the ability of students to think independently is related to students’ experience in solving problems;scientific inquiry activities are conducive to training students’ courage to deal with problems;scientific inquiry activities have unique attraction force.By reviewing the process of research,this paper puts forward suggestions for carrying out comprehensive ability performance evaluation for primary school scientific inquiry activities,and makes a summary according to the real situation of comprehensive ability performance evaluation.;Broaden the breadth of research and obtain more practical tests to improve the generalizability of performance evaluation;Investigate the research depth of the influencing factors of students’ comprehensive ability and other reflections. |
