Case Analysis And Practice Of Formative Evaluation Of Biology Teaching In Senior High School

The traditional teaching model has failed to keep up with the current pace of basic education reform,which is reflected not only in the reform of teaching methods and textbooks,but also in the reform of teaching evaluation.Practice has proven that formative assessment meets the development requirements of the new curriculum standards.Only by applying formative assessment reasonably to teaching and using multiple evaluation methods can we maximize the function of teaching evaluation and promote the common development of teachers and students.Applying formative assessment in high school biology classes can not only help teachers obtain feedback to improve teaching,but also stimulate students’ enthusiasm for learning biology,enhance learning motivation,and improve their initial learning level.This article is divided into four parts.The first part is an introduction,which introduces the research background,purpose,and significance.Then,it summarizes the main content and steps of this study,and briefly introduces the research methods of this study.The second part is a review of formative evaluation.Firstly,it summarizes the concepts of teaching evaluation and formative evaluation,and distinguishes between formative evaluation and summative evaluation.Then,it focuses on the development status of formative evaluation at home and abroad,as well as the relevant theories of formative evaluation,including the theoretical basis,characteristics,principles,and main types of formative evaluation.The analysis of the selected excellent cases in the third part is an important part of this study.Firstly,a comparative analysis of the excellent cases is conducted,and then a detailed analysis of a typical case is conducted to explore how to integrate formative evaluation into high school biology classrooms,how to use formative evaluation to promote students’ learning,and how to adjust teachers’ teaching in a timely manner to promote the development of students’ core biological literacy.The fourth part is based on theoretical analysis and case analysis to design a teaching design for formative assessment in high school biology classrooms,and conduct teaching for one semester.Finally,a detailed comparison is made between the first and last monthly exams of the experimental class and the control class,and the results are analyzed: teachers’ infiltration of formative assessment in the classroom is beneficial for improving students’ grades and increasing their interest in learning biology.The final part draws conclusions and relevant suggestions based on the entire research results,aiming to provide some useful references for frontline biology teachers’ teaching.The application of formative assessment to senior high school biology teaching practice research is not yet perfect.How to apply it to biology teaching to promote teaching has always been explored.Studying the characteristics and practices of formative assessment based on actual cases of biology teaching is very necessary to promote teaching level.