Design And Practice Of Chemistry Teaching In Junior Middle School Based On Process Evaluation

The core concept of curriculum reform in the basic education stage is that everything is for the development of each student,and the teaching evaluation should be changed from the function of screening and selection to the function of motivation and guidance.Chemistry experiment is a bridge for students to acquire knowledge and skills,change their emotional attitudes and values.Chemistry experiment teaching helps to better implement the requirements of curriculum reform.However,under the exam-oriented education ideology,the "score only" phenomenon is serious,and the monitoring of students' learning process is lacking.The process evaluation can just make up for the shortcomings of the traditional experimental teaching evaluation,and contribute to the overall development of students.But at present,there are few practical studies on the process evaluation in the junior middle school chemistry discipline.In this article,taking the junior middle school chemistry must do experiments as an example,the process evaluation is integrated into the junior middle school chemistry experiment teaching,the design and practice of the junior middle school chemistry experiment teaching based on the process evaluation are carried out,and the practical effect of process evaluation applied in junior middle school chemistry experiment teaching is discussed1.Using literature research method and questionnaire survey method,the research status of process evaluation is sorted out;the junior middle school students of M Middle School in Kaifeng City and the chemistry teachers in different regions are taken as the objects to investigate the application status of the process evaluation in the junior middle school chemistry experiment teaching.The data shows that 67.58%of students believe that teacher evaluation is the main method in experimental teaching,and students rarely conduct self-evaluation and mutual evaluation.Only 35.94%of teachers clarify the purpose of process evaluation;63.35%of teachers believe that students' self-assessment and mutual assessment lack objectivity and 39.41%of teachers think that the process of evaluation is a heavy workload,so portfolios and evaluation scales is rarely used in teaching evaluation;however,more than 60%of teachers believe that implementation of process in experimental teaching evaluation can promote students' learning and teachers' teaching,and help to achieve teaching goals.Therefore,the application status of process evaluation in junior middle school chemistry experiment teaching is not ideal,but teachers' recognition of process evaluation is high.Based on the survey status,specific recommendations are proposed2.Taking junior middle school chemistry mandatory experiments as an example,according to the definitions of exploratory experiment and confirmatory experiment,combined with the recommendations and requirements of the curriculum standards,the 8 mandatory experiments are divided into 7 exploratory experiments and 1 confirmatory experiment.The dimensions of the evaluation scale is determined,the evaluation criteria is formulated,and the evaluation focus and scale format of different types of experiments are determined.The operation mode of process evaluation is constructed3.Selecting two experiments of "Laboratory Preparation of Carbon Dioxide" and "Preparation of Sodium Chloride Solution with a Certain Solute Mass Fraction",the evaluation content is determined according to the three-dimensional teaching objectives,evaluation scales are compiled with the scoring rules of the Henan Provincial Chemistry Experiment Examination;and teaching cases are designed in combination with different experimental types of teaching modes4.Taking class 1 and class 2 of M middle school as the research object,determining the experimental class and the control class.Taking "Laboratory Preparation of Carbon Dioxide" and "Preparation of Sodium Chloride Solution with a Certain Solute Mass Fraction" as examples,comparative teaching is carried out The practical effects of integrating the process evaluation into the junior middle school chemistry experiment teaching are analyzed from the aspects of students' experimental attitude,experimental skills and experimental knowledge.(1)By distributing questionnaires to experimental class to learn the experimental attitude of students after applying process evaluation.The data shows that more than 70%of students like process evaluation.They think that process evaluation can stimulate the enthusiasm of experimental learning and help to optimize learning methods.(2)In terms of experimental skills,first of all,through the experimental operation test to learn the difference between the experimental class and the control class.The data shows that the average performance of the experimental operation test of the experimental class is higher than that of the control class.Using SPSS 25.0 to conduct independent sample t test on the experimental operation test results of the experimental class and the control class,it is found that there are significant differences in the test results of the two classes of experimental operations Secondly,through the questionnaire survey to learn the changes in the number of people in each level of the design ability,observation ability,analysis ability and cooperation ability of the experimental class and the control class.The data shows that compared with the results of the pre-test survey,the number of people in each level of the control class in these four areas has hardly changed,while the proportion of the excellent and good total number of people in the experimental class in these four areas increased.(3)Through the classroom test to understanding the differences in experimental knowledge between the experimental class and the control class.The data shows that the average score of the test in the experimental class is higher than that in the control class.Using SPSS 25.0 to conduct independent sample t test on the test results of the experimental class and the control class,it is found that there are significant differences in the test results of the two classes.The practical results show that the practical effect of integrating process evaluation into junior middle school chemistry experiment teaching is good.The application of process evaluation helps to improve students' experimental attitude and improve students' experimental skills,which can help students better master experimental knowledge.I hope this article can provide a reference for teachers who pay attention to the practical evaluation of process evaluation in junior middle school chemistry.