Application Of Phenomenological Methodology To Chemistry Teaching Evaluation Of High School

The basic education curriculum reform has clearly brought forward that an evaluation system that can help the students, teachers and curriculum improve should be established. Since the new curriculum system has been tested in some areas in September in 2001, objectives of new curriculum and traditional evaluation system draw teachers in a dilemma: The teaching which meets the traditional evaluation system will depart from new curriculum objectives, and teaching according to new curriculum will be blamed by traditional evaluation system. So exploring the practical strategy of developmental evaluation system will deepen developmental evaluation system and prompt basic education reform.Phenomenology is one of the most important philosophy ideological trends in western countries. Once discovered, it has a profound effect on many disciplines. After analyzing the evaluation of Chemistry teaching in High School by means of reference analysis, questionnaire investigation and interview discussion, the writer thinks that applying phenomenological methodology to Chemistry education in High School will improve Chemistry teaching, deepen the developmental evaluation system and speed up the process of basic education curriculum reform.The first chapter briefly introduces research condition of Phenomenological pedagogy and Chemistry teaching evaluation. Based on it, the chapter introduces the era backgrounds and signification of research. The thesis forms an idea that phenomenological methodology will affect Chemistry teaching evaluation of High School from the aspects of both theory and practice.The second chapter first deals with the origin and the development of phenomenological methodology. The thesis combs the phenomenological methodology and compares the differences between phenomenological methodology and qualitative research methodology after introducing some important concepts and some explanations made by some vital representatives of phenomenological methodology.The third chapter analyzes the characteristics of Chemistry teaching, which include direct-viewing, subjected, interaction, lifelike. These characteristics have special educational functions in basic education. It is necessary to put phenomenological methodology into use in Chemistry teaching, which is helpful for developing the educational functions of Chemistry and the development and improvement of Chemistry teaching at High Schools.The fourth chapter forms a theoretical system of applying phenomenological methodology to Chemistry teaching evaluation and gives some fundamentals and requirements. According to phenomenological methodology, the thesis elects evaluation process, emphasizing on how to elect evaluation target, methods and concrete implementation step.The fifth chapter makes an evaluation experiment to examine the possibility and the effects of theory system. Three teachers who have different years of teaching and ranks were selected, and their teachings were evaluated through phenomenological methodology. The result shows that the three Chemistry teachers'teachings have been improved to different extent. So the thesis concludes that the application of phenomenological methodology to Chemistry teaching evaluation is possible and effective.