A Comparative Study Of "Peer Evaluation" In Junior Middle School Chemical Solution Related Concept Learning

"Solution" is an important content of junior high school chemistry,but also the knowledge base of the four balances.However,in the actual teaching,it is found that students learn concepts in a single way,mainly through memory and brushing questions to complete the understanding and application of concepts.After class evaluation is mainly completed by teachers,students’ subjectivity can not be brought into play in the evaluation process,and students’ learning interest decreases and learning efficiency is low in the process.Therefore,this study introduced peer assessment into concept teaching,and let students participate in the evaluation process to explore a new way of concept teaching.This study selected three classes of students from a junior high school in Yunnan Province as the research object,designed and implemented the peer evaluation activity in chemistry class.There is a blank class(class K),a summative mutual evaluation class(class Z),and a formative mutual evaluation class(class X).After the one-month peer review,a post-test tool was designed to test the results of peer review and investigate the effect of peer review in the teaching of Solution.The findings:1.Peer mutual evaluation in the teaching of Solution can promote the achievement of teaching objectives and improve students’ academic performance.2.The effect of different types of peer evaluation is inconsistent.Formative peer evaluation is better than summative peer evaluation.With the rise of the level of goal requirements,the effect of summative evaluation is gradually weakened,but the formative evaluation can promote the achievement of all levels.3.The effect of peer review is also different for students with different academic levels.Formative assessment is effective for all levels of students,but the summative assessment is only useful for intermediate students and students with learning difficulties,and the improvement effect on students with excellent learning is not obvious.4.After the peer evaluation of Solution,students have a high degree of recognition and acceptance of peer evaluation.