The Evaluation System Of Teacher Professional Skills About Biological Science Students In Normal University

Teacher professionalization requires higher normal universities to build teacher professional evaluation system, in order to train qualified, academic, professional and potential teachers.Other researchers have conducted a systematic classification with professional skills of biology teachers, and classroom teachers in ten areas of Zhejiang Province to determine the classification system,which issued 400 questionnaires, and 363 were returned that the efficiency is 88%. This paper has established the evaluation index system of teacher professional skills about biological science students, based on a simple survey and AHP after some previous studies. According to the evaluation system, this paper develops the appropriate evaluation program, including evaluation design ideas, basis of evaluation criteria, evaluation criteria and feasible evaluation methods and tools. The practice of some skills includes teaching language skills, teaching behavioral skills, blackboard writing skills, explaining skills, questioning skills, multimedia courseware production skills, instructional design skills and explaining lesson skills.According to the related studies at home and abroad, combined with our teacher education practice, this paper determines the corresponding qualitative and quantitative evaluation tools. The third grade of biological science students in our school are measured teaching skills by a series of evaluation tools such as the scale, reflection logs, qualitative evaluation of the outline and reflective portfolio assessment. The proofs are based on the training in skills. In the micro-teaching opportunities, this paper evaluates research on teaching language skills, teaching behavioral skills and blackboard writing skills. In the opportunity to the skills assessment, the study randomly selected 33 students to assess explaining lesson skills. Based on the training in the group,we randomly selected 10 or so students to conduct four evaluation studies on explaining, questioning, multimedia courseware production and instructional design skills. Then we try to build reflective portfolio assessment, and analyze biological science majors' normal level of skills.In the form of a questionnaire and interviews, this paper collect the student teachers' opinions and suggestions about skills assessment.Based on some MA theses, the study collects the effects of teaching language skills, teaching behavioral skills and blackboard writing skills by questionnaires. Mainly they cover these four dimensions like overall evaluation, preparation, evaluation process and evaluation feedback, and conduct split-half reliability and content validity analysis of the results using SPSS statistical software analysis. The interview outline contain 13 questions, concerning the effects of the evaluation about explaining skills, questioning skills, multimedia courseware production skills, instructional design skills and explaining lesson skills.Through the evaluation system of research, we can draw the following conclusions:(1) Building the evaluation index system of teacher professional skills about biological science students is necessary. So normal students understand what biological teachers need to become and the direction to work for. (2) Skills assessment tool are feasible. Most empirical evaluation tools about the effectiveness and feasibility are accepted by teachers and students. To a certain extent, the evaluation reflects the skill level of normal students. Evaluation tools included in the measurement indicators and dimensions possess certain guiding effects. Therefore the normal students in learning skills may find their weaknesses, and constantly improve their level of skills. (3) Skills assessment evaluation in accordance with establishing targets and goals, selecting and generating evaluation methods and tools, evaluatation training, handing out evaluation tool, checking the validity of data, statistics, comprehensive evaluation findings, feedback of evaluation results, and then evaluation of the steps. (4)In the evaluation process, the students'self-efficacy significantly affect the level of self-evaluation and group evaluation. Relatively, self-evaluation and group evaluation are much higher in the more relaxed atmosphere, and smaller scope of organization, vice versa, affecting the reliability and validity of the assessment.(5) Skills evaluation pays constant attention to assessing the reliability and validity issues, the length of time, intensity and span.It also focuses on that evaluation tools are unique and individual which help skills acquisition and upgrading. Meanwhile, it pays attention to timely evaluation of the training to improve the evaluation of the results. (6)The effects of the evaluation are obvious. But the feedback confuses students how to improve better. Only a combination of continuous assessment and training can effectively improve the professional skills of teachers, and show the significance of evaluation.