Research On Teachers’ Classroom Evaluation Literacy Oriented To Big Idea Teaching Of Biology

The development of biology teachers’ classroom evaluation literacy is not only the key factor to further promote the middle school biology teaching reform in the core literacy era,but also the proper meaning of middle school biology teachers’ professional development.Whether biology teachers can help teachers find,diagnose and help students learn the key learning breakthrough points,difficulties and breakthroughs in the process of acquiring big ideas effectively through the design and implementation of learning evaluation is the key technology to promote high-quality "learning process".Therefore,how should teachers understand the design thinking of learning evaluation that points to the advanced concepts of biology in the teaching of big ideas in biology? What are the representations of teacher competence in classroom practice that point to the assessment process for learning large concepts in biology? How to cultivate teachers’ classroom evaluation literacy that points to the teaching of major biological concepts?This is the main question to be answered in this study.The purpose of this research is to construct an analysis framework for teachers’ classroom evaluation literacy oriented toward the teaching of biology major concepts,and to compare and understand the practical representation of classroom evaluation literacy in the process of biology teachers promoting students’ advanced learning of major concepts,describe problems,and explore reasons.This paper puts forward countermeasures and suggestions for the improvement and cultivation path of teachers’ classroom evaluation literacy in big idea teaching.This study systematically combed the classroom evaluation,teachers’ classroom evaluation literacy and the status quo of classroom evaluation literacy in the teaching of big ideas of biology by using the method of literature research,and then proposed that as a professional ability,there is room for redefining classroom evaluation literacy in the teaching of big ideas of biology,and then put forward the problems of this study,and formed the problem analysis framework of this study on this basis.Through classroom observation,the frontier and follow-up process of biology classroom teaching in junior high school was observed,and the relevant lesson analysis data were compared with the framework of ought-to-be analysis.It was found that teachers’ knowledge and understanding of classroom evaluation were different in the big idea teaching of biology,and then the types and analysis dimensions of practical representation of biology teachers’ classroom evaluation literacy were put forward.Finally,with the help of interview method,this paper deeply digs and analyzes the reasons behind the phenomenon that biology teachers’ understanding of learning evaluation design and learning evaluation practice are weak in the teaching of big ideas,and based on this,puts forward some suggestions for the cultivation of teachers’ classroom evaluation literacy in the teaching of big ideas in biology.Through the above research,the main conclusions are as follows: firstly,teachers’ classroom evaluation literacy is a necessary condition to support the teaching of biology big ideas;secondly,teachers’ classroom evaluation literacy pointing to biology’s big idea teaching is insufficient;finally,teachers’ classroom evaluation literacy pointing to big idea teaching Literacy training needs to be systematically designed.