The Construction And Implementation Of Diversified Student Performance Assessment In Chemistry Microteaching

Micro teaching is a process of teachers or normal university students in the controlled teaching system in training teaching behavior or improving teaching skills.It is a way to cultivate students' teaching quality and improve teaching skills,and it is also an effective way to improve the professional level of teachers.In the process of microteaching training,the teaching evaluation in general is in accordance with the way of qualitative evaluation.In other words,everybody put forward the development suggestions for their partners after the lecture according to the students' performance skills in the video presented.In a sense,this evaluation method can qualitatively reflect the performance of the students in teaching skills,so that they can find their teaching error and timely correct the mistakes they had made in the teaching process and teaching behavior.Diversified teaching evaluation in simple terms is to evaluate students,using two or more than two kinds of way of teaching evaluation to measure students' academic performance.In today's teaching evaluation system,the most widely used,the most convenient and the most traditional way of teaching evaluation is the paper and pencil tests.To some extent,the paper and pencil test can quantitatively reflect the students' performance in the field of cognition,and it also helps the school and the society to sort and identify the learning performance of students.However,the purpose of school education is to stimulate people's potential,to promote the comprehensive development of students,not only to make the distinction and evaluation of students' cognitive performance.Therefore,diversified teaching evaluation has come into being with the education value of appreciating the students,understanding students and promoting the development of students.Because of the chemical micro training is different from the general classroom teaching.It has its own unique set of training patterns and teaching methods,while its teaching evaluation form also tend to be face to face communication between teachers and students.Therefore,using the diversified teaching evaluation theory to chemical microteaching,and exploring the construction of diversified teaching evaluation in chemical microteaching from two aspects of theory and practice will be the final direction and the highlight part of this study.In this paper,the research work is mainly reflected in the following aspects:(1)Combingresearch literature at home and abroad,we summed up the theoretical basis of Microteaching and diversified teaching evaluation.(2)Constructing a diversified teaching evaluation program,we implemented it in the chemical micro teaching and assessed the effect of the final implementation plan.(3)Summarize and reflect the research,we analyzed the advantages and disadvantages of the program and put forward suggestions for the future research.The theoretical basis of this study mainly includes the following aspects: the behavioral learning theory,the theory of modern education technology(audio-visual education theory,education communication theory and system scientific theory),multiple intelligence theory and constructivist learning theory.And the design of research program is arranged in accordance with the order of before class for resource sharing evaluation,at class for scale evaluation and classroom observation,and after class for portfolio evaluation.In the process of plan implementation and evaluation,we found some problems,such as: the students' attitude,supervision mechanism,time coordination problems.But on the whole,the research has certain feasibility and can to a certain extent,improve the students' evaluation of literacy and skills training.Teaching evaluation as an important part of microteaching training,its application research have very important role for the growth and development of students' skills.Introduces diversified teaching evaluation in chemical microteaching,not only can help students to examine their own teaching skills from multiple perspectives,but also can inspire them to reflect on themselves and cognitive skills,in order to make a better understanding of teaching theory and practice.