Research On The Construction And Application Of Evaluation Indicators For High School Chemistry Classroom Teaching From A Diversified Perspective

Based on the development of students,the basic education stage requires teaching evaluation to shift from focusing on screening and selection to focusing on motivating and guiding students.Teaching evaluation connects cognition,skills and emotions,which benefits the implementation of curriculum reform.However,due to the influence of the’only score effect’,teachers only pay attention to the results and ignore the students’learning process.Diversified teaching evaluation essentially solves the shortcomings of traditional teaching evaluation and helps to cultivate students’all-round development.Diversified teaching evaluation provides a way to implement subject literacy and improves many shortcomings of traditional teaching evaluation.Taking the content of compulsory 1 in senior one as an example,this paper integrates diversified evaluation into high school chemistry classroom,carries out teaching practice research,and discusses the practical effect of diversified evaluation applied to high school chemistry classroom.1.Through literature review and questionnaire survey,this study aimed to investigate the current status of high school teaching evaluation.Specifically,the study examined the application of chemistry classroom teaching evaluation in high schools,with a focus on first-year students and first-line chemistry teachers in Yaozhou Middle School located in Tongchuan City.The data shows that 24.8%of students do not have clear learning objectives before class;61.0%and 41.4%of the students were not familiar with the content and requirements of core literacy;60.0%of the students do not know much about the diversified teaching evaluation,46.7%of the students have little contact with the diversified evaluation,and the students seldom conduct self-evaluation and mutual evaluation;41.4%of the students are not satisfied with the current teaching evaluation,and 24.3%of the students are less motivated to participate in classroom interaction.50.5%of the students are eager for teachers to carry out diversified teaching evaluation.The current status of high school chemistry classroom teaching evaluation is not optimal,although both teachers and students recognize its importance.2.Taking the content of high school chemistry compulsory 1 as an example,combined with the suggestions and requirements of curriculum standards,practice reflection and learning situation,the evaluation criteria are clarified,the dimensions of the evaluation scale are divided,the evaluation focus of different types of courses is locked,and a diversified classroom teaching evaluation system is constructed.3.Select’the amount of material’,’Na₂CO₃ and Na HCO₃properties contrast’,’the nature of chlorine water’,combined with diversified teaching evaluation scale to evaluate students’comprehensive quality.4.The research will focus on Class 10 and Class 14 at Yaozhou Middle School in Tongchuan City,as the experimental class and the control class,a comparative study was carried out.From the five aspects of students’chemical interest and attitude,subject literacy level,learning goal clarity,classroom participation and satisfaction,chemical cognition and ability level,the actual effect of diversified evaluation into high school chemistry classroom is analyzed.（1）A comparative analysis of pre-test and post-test results was conducted by administering questionnaires to the experimental and control groups,in order to understand any changes in students’enthusiasm towards learning chemistry,clarity of learning objectives,chemistry learning and cognition,classroom satisfaction and participation,and subject literacy before and after the implementation of diversified evaluation.The data shows that compared with the front-side results,there is no significant change in the proportion of the control class in these five dimensions,while the proportion of the experimental class in each grade is significantly increased.（2）Through the implementation of the diversification scale in the experimental class,the comprehensive development of students is quantitatively analyzed.The data show that the overall level of the experimental class has improved significantly compared with that of the entrance.（3）Through the chemistry scores of the two periods,we can understand the differences in the use of chemical knowledge between the experimental class and the control class.According to the final chemistry scores of the two classes,it can be seen that the experimental class is higher than the control class.SPSS was used to conduct an independent sample t test on the chemistry scores of the two classes,and it was found that there was a significant difference between the two classes.The practical results show that the idea of diversification is very important,and the application of diversified evaluation is effective in changing students’learning attitude,improving chemistry learning ability and mastering chemistry learning methods and rules.Through this paper,we hope to provide reference for front-line teachers who pay attention to the practical research of diversified evaluation in high school chemistry.