A Study On The Evaluation Of High School Biology Classroom Teaching Based On The Concept Of Outcome-based Education ——Take A Middle School In Guiyang As An Example

The core of traditional assessment is the evaluation of teaching,which focuses on the teacher's lecture performance and is difficult to focus on student learning outcomes,knowledge updating of classroom content,and adaptability to industry developments.Improving the assessment system of senior secondary biology is of great practical value in promoting the growth of teachers,improving classroom educational activities,advancing curriculum education reform and optimising internal education quality monitoring.As an advanced and rich educational concept,Outcomes-Based Education(OBE)has developed a complete theoretical system and implementation model,and its practical exploration in China is driving domestic educational reform.OBE is a way of evaluating the effectiveness of teaching and learning in terms of course attainment and continuous improvement,which can change the current shortcomings of assessment.This paper presents an empirical study of OBE-based classroom assessment in high school biology,which can contribute to the development and improvement of OBE and also improve the shortcomings of teaching assessment.In this study,a secondary school in Guiyang City was selected as the experimental site,and teachers and students in the senior class were selected as the research subjects.The OBE-based evaluation of high school biology classroom teaching was explored through questionnaire,interview and experimental research methods.The main findings are as follows:(1)The following problems exist in the current teaching evaluation: teachers do not attach enough importance to biology classroom teaching evaluation,teachers do not reflect enough on classroom teaching evaluation;there is a single way of classroom teaching evaluation,the content of classroom teaching evaluation is one-sided,and there is a single subject of classroom teaching evaluation.(2)Based on the general high school biology curriculum standards,OBE principles and the current situation of classroom evaluation in a secondary school in Guiyang,the framework of high school biology classroom teaching evaluation indicators is constructed with teacher guidance,student subject and teaching environment atmosphere as the primary indicators,including 10 secondary indicators including teacher innovation ability,student learning attitude and teacher-student rapport and the corresponding30 tertiary indicators,which can cover the current requirements of education and teaching for high school biology teaching evaluation to a greater extent,insisting on the combination of teaching and learning evaluation and providing scientific and standardized evaluation tools for teaching evaluation.(3)Using the analytic hierarchy process to determine the weight of indicators: the highest weight among the first level indicators is0.5335 for the student body,followed by 0.2862 for teacher guidance and 0.1803 for the teaching environment atmosphere,indicating that the student body is more important than other factors in the evaluation index system.The most important secondary indicator in the student body is students' attitude(weighted at0.4955),indicating that a good or bad attitude towards learning not only directly affects the effectiveness of learning,but also has a bearing on the formation and development of students' personality and character;in the teacher-led category,the most important secondary indicator is the teacher's innovative ability(weighted at0.4189),indicating that innovation helps to improve teaching methods and means and promotes the cultivation of students' innovative ability;The most important aspect of the teaching environment is teacher-student rapport(weighted at 0.78).A good teacher-student relationship is conducive to a good atmosphere for teaching activities and makes students more receptive to the content taught by the teacher.(4)At the end of the real-time teaching evaluation,the average scores of the three teachers for the three lectures were 3.502,3.582 and 4.097 respectively,indicating that all indicators of Teacher C met the requirements and played well;a one-way ANOVA on the scores of the three teachers indicated that there was a highly significant difference in the scores of the three teachers(P=0.001<0.01),further confirming that the evaluation system constructed in this paper This further confirms that the evaluation system constructed in this paper has a high level of operability and validity,and has the advantage of being able to be used as a reference.(5)Based on the feedback from the evaluation team's scores,the three teachers' strengths and weaknesses were summarised in conjunction with the indicator items in a targeted manner,and feasible suggestions were made for the improvement and enhancement of the senior secondary biology curriculum,indicating the direction of effort for the development of teachers' and students' teaching abilities,better utilising the diagnostic and improvement functions of the teaching feedback form,and reflecting the differences between teachers' and students' teaching and learning.(6)The validation analysis and follow-up interviews with users of the OBE-based teaching evaluation index system for senior secondary biology classrooms revealed that 89% of the teachers and students strongly approved of the evaluation feedback form,believed that the teaching evaluation index system would achieve good application results,and were willing to use the evaluation feedback form to evaluate senior secondary biology classrooms in their next teaching;no teachers indicated that they did not approve of the evaluation feedback form,indicating the practicality of the evaluation system developed in the study.Finally,on the basis of the findings,a reflective outlook is provided on the shortcomings of the overall teaching evaluation study.