Research On The Evaluation Criterion Of Biology Teaching In Senior High School

People have different opinions on which kind of lesson is a good lesson. This researchlooks into teachers’ and students’ opinions on which kind of biology lesson can be called agood lesson under the background of the new curriculum from the teachers’ and students’perspectives. Are there any similarities and differences between the teachers’ and students’lesson evaluation criterion? This article will look into the good lesson criteria in teachers andstudents’ mind with the method of quantity and quality.The article uses survey of the literature method and research. Questionnaires can bedivided into questionnaires for teachers and questionnaires for students, which include boththe open-minded questions and closed questions. Through the comparison and analysis of theopen-minded questions, teachers’ and students’ evaluation indexes are largely the same. Andthe classroom atmosphere, the teaching results and teaching procedures are the procedureswhich the teachers and students pay the most attention to in the whole teaching process. Inview of the teacher questionnaire and the student questionnaire’s results on the objectivequestions, combined with records of the interviews, the author has made a comparisonanalysis for the results of each question. Questions about the biology classroom study areinvolved. There are also regular classroom teaching problems. The questionnaire can bedivided into four aspects: teaching content, teaching organization form, students and teachers’interaction and teaching result. There are also many criteria for each of the aspects andanalysis will be made according to each criterion on the views of students and teachers abouta good lesson. Then a conclusion was made.A comparison was made between the open-minded questions’ statistical results andobjective questions’ analysis results, and all the criteria are largely the same. In brief, theteachers and students’ ideal criterion for the evaluation of a lesson is about such sixaspects——First, Classroom atmosphere is great and the learning environment is in harmony.Second, the teaching objectives are clear and learning content is reasonable. Third, thelearning process should be focused on and cooperation and exchange between others shouldbe promoted. Fourth, teachers should face all students, not forgetting the individualized. Fifth,students have sufficient space to think and act willingly. Sixth, To protect students’self-esteem, and enhance students’ self-confidence.To sum up, in teachers and students’ opinion, ideal criterion for the evaluation of a lessonis that in the ease and pleasant classroom atmosphere, with teachers’ guide and students’participant and the effective interactions between teachers and students, the students studyinterests can be aroused. What’s more, the students’ feelings also can obtain sublimation whilethey enhance their abilities and acquire knowledge.The result not only can act as a mirror for the real classroom teaching, but also can givesome inspirations for the administrative departments of education in making criteria forclassroom teaching. So in the process of making criteria for classroom teaching, the thoughts of students and first-line teachers should be taken into consideration and the teaching goalshould be quite clear and reflect students real demand. In the teaching content part, in additionto highlight the difficulties, some proper extensions also should be made. As to teachingprocess part, the teaching process should reflect teachers and students’ interactions andstudents’ learning autonomy. And ease、pleasant teaching should be highlighted in theclassroom atmosphere. In the end, teaching result should reflect students’acknowledge-acquiring ability, their ability’s enhance and their feelings’ sublimation.