| The formative assessment probe is a formative assessment tool with rich form and concentrated content,which can connect teaching and evaluation in series and obtain bifunctional feedback of teachers and students to help teachers optimize teaching strategies.The main content of this research is the application of formative assessment probe in concept teaching.The main content of this research is the application of concept probes in concept teaching,which is carried out in the ‘Genetics and Evolution' module of high school biology.The research subject uses literature research,action research and statistical analysis,and quantitative analysis and qualitative analysis.Under the guidance of the method,the teaching practice research is carried out.After combing the relevant theoretical foundations of the concept probe,the design of the formative assessment probe implementation scheme is developed.IThe study conducted an in-depth analysis of the knowledge structure and scientific methods of the ‘Genetics and Evolution' module,combed the important nominal concepts,and classified the core concepts and their subordinate concepts.After clarifying the purpose of implementing formative assessment probes try to build an instructional design model that uses formative assessment probes,and summarizes these four steps: refining concept focus,formulating concept probes,processing evaluation results,and planning targeted guidance,as a universal The implementation template of the universal probe,and excavated some information-based teaching tools with strong compatibility with the concept probe to explore,constructively proposed the formative assessment probe evaluation scale to quantify the evaluation effect.Subsequently,teaching practice research was carried out in the science class of Kunming No.8 Middle School,and several probes were presented for evaluation in the new lectures.The experimental class arranged 2-5 probes in each class,and the followup course progress was adjusted through evaluation feedback.Each class example After the end,all reflect and summarize.After the quantitative results are obtained through the evaluation gauge,the test paper analysis and experimental validity analysis are carried out after the expansion,the data is statistically analyzed,and the research questions are enriched through the questionnaire survey.This study continuously optimizes the form and content of formative assessment probes in teaching and evaluation,and attempts to provide evaluation templates or feasibility examples for teaching evaluation.The results of data analysis show that there is a significant difference between the test results of the experimental class and the control class after the test,indicating that the formative assessment probe can help the learner to anchor the core concept,which can be used as a good tool for the teacher to detect the students' pre-concept,and it has positive positive effect.At the same time,studying the first time to standardize the design details and evaluation gauges of formative assessment probes,define the core concepts,and have reference significance in using formative assessment probes or concept teaching. |
