A Research On The Application Of Formative Evaluation To Physics Teaching In Middle School

With the development of the new curriculum reform,the problem of teaching evaluation has gradually attracted people’s attention.However,due to the old ideas,the evaluation method of physics teaching in middle schools in China is still dominated by summative evaluation,and the evaluation of students is still based on their grades.The traditional way of the evaluation of a youngster causes many students don’t know why to learn physics,or have an extremely utilitarian purpose--to a focus on the higher grade school,apparently with the connotation of education,for the growth of the students and teachers improving teaching is bad,the ultimate goal of education is to make students adults,success.This study is expected to provide reference for teachers and help the reform of physics teaching evaluation in middle schools.Based on the study of formative assessment at home and abroad,the author investigated the formative assessment in two middle schools in a county.First of all,combined with the experience during the internship and literature reading,summarize the implementation tools of formative evaluation.Secondly,in view of this topic,the questionnaire survey to grasp the formative assessment at present middle school physics teaching in the implementation of the status quo,to be added on a questionnaire,designed the interview outline to interview of teachers,detailed understanding of the teachers’ perceptions of formative assessment,through the survey found that at present formative assessment in middle school physics teaching has not been effectively implemented.Again,the author with some county in a senior middle school high school year--Sue the teacher of physics teachers as research object,the thorough classroom teachers,on the basis of homemade evaluation questionnaire to Sue the teacher’s classroom intuitive observation and record,find Sue the teacher pay more attention to examine and evaluate students’ knowledge and skills,the three--dimensional teaching aim didn’t get attention.Finally,the main research results of this study are summarized.Based on the research results,the existing problems in the implementation of formative assessment in physics teaching are analyzed,and some constructive Suggestions are put forward.According to the research,formative evaluation can improve the interest of middle school students in learning physics,stimulate and strengthen their learning motivation,and improve the relationship between teachers and students,students and students.Students also hope that teachers can carry out all-round formative evaluation on themselves.Of course,there are still some disadvantages in the application of formative assessment.For example,the implementation of formative assessment is a huge workload,which requires a lot of extra time and energy,and it is a burden for both teachers and students.