The Research Based On Evaluation System Of Science Education Experimental Curriculum Reform

In order to regulate the development of science education, to stabilize the teaching order and ensure the quality of teaching, constructive reform of experimental course the was carried out. Experimental curriculum reform regards’to improve the scientific literacy through practice’as reform thinking. It formed the course structure of core curriculum as the center and three courses group around. It is also re-integration of the teaching content. The experimental course system is divided into five experimental levels, That is basic experiment, validation experiments, exploratory experiments, designing experiments and comprehensive experiments.To improve the experimental curriculum, it is necessary to establish a basic feedback mechanism, which could make sure the orderly operation of the experimental curriculum reform. The purpose of this paper is to propose a scientific and effective evaluation system, to play the role of its orientation, motivation, improvement and evaluation, to provide a reference for the teacher’s evaluation work.We made a survey to investigate the requirements of appraisal work at Shanghai Normal University science education. There are some problems of the only evaluation subject, single evaluation form, Ignoring the process evaluation and formative evaluation at existing appraisal. Most of the students believe that it is necessary to improve the existing appraisal methods. It also means what’s the student require for is no longer single evaluation, but more objective and comprehensive way to assess student instead. To this end, we propose a scientific evaluation system of science education experimental curriculum reform.In the construction of the envisaged evaluation system, we identified specific objectives include cognitive, capabilities and skills, and the affective domain. Confirming diversified evaluation subject include in self evaluation, peer evaluation and teacher evaluation, using an evaluation scale as the main evaluation tool, comprehensive evaluating the students experimental process, the experimental results, the experimental attitude and performance and so on, following the six basic principles, in order to build a comprehensive and effective assessment system.According to the five levels of the experiment type, in addition to the basic experimental which do not need to individually assessed, other experiment types were developed general-purpose experimental evaluation scale. According to different training objectives, we determined the different evaluation points. For example, we mainly emphasis on the student’s mastery of theoretical knowledge, observation, experiment quality and experimental speed on validation experiments, mainly on the capacity of analyzing and scientific inquiry on exploratory experiments, mainly on the Innovation capacity, experiment design capabilities, self-learning ability, and quality on designing experiments. In addition, the comprehensive experiment can be split into a number of small experiments. It can be evaluated by selecting the appropriate evaluation scale according to the main type of each experiment.Taking’the kind and nature of chloroplast pigment’and’plant cell plasmolysis and recovery’ for example, we select the appropriate generic type evaluation scale. This kind of evaluation method takes into account the process evaluation, the results evaluation and formative evaluation. It is gradually focus on ability instead of the knowledge and skills, learning methods and scientific literacy, which fully embodies the idea of appraisal.The general type evaluation scale in this paper have the advantages of good applicability, comprehensive evaluation, simple operation, also have the disadvantage of time-consuming, slowly summary, and the people who do the evaluation are not serious, vulnerable emotional and etc. Therefore, building an evaluation system which is comprehensive, effective, easily implemented does need to further research.