The Applied Research Of Written Feedback As An Evaluation Model In Biology Teaching In Middle School

With the full implementation of “The New Curriculum Standard”, there have been increasingly great demands for the “student-centered and teacher-led” teaching model. Currently, biology teaching in China is presented with great challenges. Biological homework, as an extension of biology classroom teaching, is an indispensable link in biology teaching, while biological homework evaluation, as an important part constituting biological course evaluation, plays an important role in the comprehensive development of students. Among various evaluation models of biological homework, the written feedback model for evaluating homework appears in diverse feedback types which enable teachers to teach their students in accordance with their aptitudes, so the written feedback model is one of the homework evaluation models worthy of attention and exploration.In this study, based on the present situation, the author figures out existing problems in the biology teaching, such as teachers’ low-level concern over students due the large class size, difficulties of students in learning biology due to unique characteristics of biology as a course, and urgent needs to build a new communication channel and platform due to ineffective communications between students and teachers, and so on. On this basis, written feedback as a homework evaluation model is put forward to biology teaching, so as to use biological homework to build a communication bridge between students and teachers.First of all, the research background and research status quo of written feedback on biological homework are introduced to explain the great importance of testing and studying written feedback on biological homework. Secondly, on the basis of a questionnaire survey and data statistics, problems in biology learning of Senior One students are identified and analyzed, which are mainly reflected by students’ emotions, homework evaluation methods and teacher-student communication. In the perspective of students’ emotions, students feel repulsion for after-class biological homework and show little enthusiasm for completing biological homework. In terms of homework evaluation, homework evaluation methods are less diverse. Methods for dealing with difficult homework need to be improved. In terms of teacher-student communication, there is little communication between teachers and students, and thecommunication channel between them turns out to be ineffective. Biology teachers mostly lack humane care in teaching. Lastly, under the guidance of the humanistic teaching theory, the process teaching theory,the zone of proximal development theory, and the multiple intelligences theory, a teaching experiment is made of the written feedback on biological homework.The teaching experiment mainly follows rules in “The New Curriculum Standard” and the competency-based teaching principle, takes the quality-oriented education as the focus of evaluations, and attaches great importance to cultivation of students’ innovation and practical ability, while training students to acquire basic knowledge and skills. In the teaching experiment, five written feedback models including knowledge exposition, learning method guiding, incentive teaching, elicitation teaching and attitude evaluation are chosen to evaluate homework of students in the experimental class, so as to realize individualized communications and feedback on students with different learning competence and characters,thus achieving desired goals of cultivating students’ affection with biology, improving their enthusiasm for learning biology and increasing student-teacher exchanges. In the control class, the traditional homework evaluation method is still used to ensure that no negative impact is produced on students in the control class by the teaching experiment. After the teaching experiment is completed, a comparative analysis is made of pre-test and post-test data of the experiment class and control class, to draw following conclusions. Firstly,in terms of affection, giving written feedback on after-class homework can improve students’ views of biological homework, and increase students’ love for the biology course, but cause no significant change in students’ affection for the biology course and biology teacher. Secondly, in terms of attitude, written feedback on homework does not cause changes in students’ attitude towards biology class, or make students more active to complete their biological homework. However, directly evaluating learning attitudes of individual attitudes turns out to have some effects. Thirdly, in terms of student-teacher communications, written feedback builds an effective platform for student-teacher communication, to increase the frequency of student-teacher communications and become the most efficient channel for student-teacher communications. Fourthly, in terms of academic performance, written feedback on homework has a greater impact on students with a poor academic performance and makes them make some progress. However, it turns out to have no significant impact on students with a good or average academic performance. On the basis of this experiment, the author puts forward four aspects needing attention ingiving written feedback, including equality, the object of feedback, methods of giving feedback, and attitudes of giving feedback.