Research On The Problems In The Inquiry Assessment Of Science Class In Primary School And Its Sloving Strategies

With the new curriculum reform, inquiry-based learning has entered into the primary school science classroom. As a fully different new learning method from the traditional acceptance learning, inquiry learning needs new evaluation ideas, assessment methods and evaluation tools to adapt it. At present, research on the assessment of inquiry-based learning based on theoretical level, it's lack of systematic investigation and study. This study based on the constructivist learning theory and the new idea of curriculum assessment, it explores the basic ideas of inquiry learning assessment of science classes and shows how to evaluate the inquiry learning in the primary school science classes. Built a platform for such a theory, we designed investigative tools to research the condition of learning assessment by questionnaires, interviews, classroom observation in science classes.Through investigation we found that primary school science teachers basically hold on the new evaluation concept.they understand and agree with the state of primary school science lessons. They can combine the characteristics of inquiry-based learning to talk about evaluation, especially for the evaluation of content. The teachers focus on students "doing" of science processes, methods, interests, level and activity of thinking. In addition, primary school science teachers would like try actively to use standard course evaluation methods to assess the inquiry-based learning. Most teachers realize improvement of the incentive function of assessment better, in the feedback of assessment results, they can be more active to encourage his students. Although compared to the previous survey, the teachers on the assessment of the perception and attention has been greatly improved, in fact, there are still some problems in the practice of the evaluation.There are three most and important problems. The first is that formative assessment have not been consciously applied to inquiry instruction by teachers. The second is students'dominant position of the evaluation is missing.The last is teachers'invalid feedback.The existence of these problems was no significant correlation with the teacher's characteristics.There was mainly two reasons,one is that teachers don't understand the assessment enough, the other is that the assessment actions is lack of feasibility technical guidance.Based on this,the paper tried to give a number of recommendations.one is on the level of knowledge and understanding which clarifies the fact that the process of implementation of the evaluation is not necessarily formative evaluation and students joined in the evaluation does not mean that participated really.Also positive feedback does not mean the developmental assessment. In the technology level, this study puts forward some specific recommendations on how to integrate assessment and teaching, how to support students to participate in evaluation activities and how to provide constructive feedback for students.