| With the development of core literacy,teaching evaluation pays more attention to students’ ability and literacy,and "Evaluation to promote learning" has become the mainstream teaching evaluation concept.As one of the main bodies of teaching evaluation,teachers’ evaluation quality greatly affects the effect of teaching evaluation.The “Professional Standards for Middle School Teachers” and other documents have put forward some requirements on the evaluation quality of teachers,but as an important part of the professional quality of teachers,the evaluation quality level of teachers is relatively low,which does not meet the requirements of the professional standards.The pre-service stage is the starting point of teachers’ professional development,reasonable training courses are an effective way to develop teachers’ evaluation literacy,and PBL course has its unique advantages in cultivating students’ comprehensive skills and lifelong learning ability.Therefore,based on the connotation framework and development model of chemistry teacher evaluation literacy,this study developed a project-based teaching curriculum for the development of chemistry teacher evaluation literacy,and conducted teaching practice research to verify the effectiveness of the curriculum,in order to enrich domestic chemistry teacher evaluation literacy.The theoretical basis promotes the professional development of teachers,improves the quality of education for normal students,and then implements core qualities and promotes curriculum reform.This research first analyzes the connotation of teacher evaluation literacy in the existing research under the concept of evaluation to promote learning,and integrates the evaluation of core literacy in chemistry to construct a chemistry teacher evaluation literacy connotation framework,including: evaluation concept,evaluation knowledge,and evaluation ability.The first-level dimension and the 12 second-level dimensions of its subordinates are used to evaluate teachers’ evaluation literacy.Then,on the basis of the interconnected model of teacher professional development,an evaluation literacy development model was constructed to explain the development process of chemistry normal university students’ evaluation literacy,and the model was verified through interviews with in-service teachers and chemistry teaching theory experts.Finally,under the guidance of the 4C/ID model,a development model of PBL coursewas proposed,which mainly includes the following steps: course goal determination,learning needs analysis,learning goal analysis,project selection determination,task decomposition and sorting,learning resource development,and evaluation tool design.Based on the above theories,this study developed a PBL course aimed at developing the evaluation literacy of chemistry normal university students.Understanding of training needs is the first step in developing the curriculum,according to the connotation of quality evaluation framework created situation questionnaire,part of a university with a university in Hubei,Guangxi,chemistry teachers and the present situation investigation,the results show that the overall level of accomplishment evaluation of pre-service chemistry teachers is not high(?x =5.98),knowledge(?x = 3.89)and evaluates the capacity is particularly poor performance(?x =5.85).There was no significant correlation between gender and professional ranking and evaluation literacy,while family location showed a significant correlation with evaluation literacy.Therefore,the curriculum design focuses more on the improvement of the dimensions of evaluation knowledge and evaluation ability,and at the same time,the family location of normal university students is considered in the construction of learning community.Taking 32 chemist students randomly selected as a junior in a college in Guangxi as the research object,after learning needs analysis to a certain degree of adjustment of curriculum design,and carried out for a period of 14 weeks project type teaching practice,through the survey questionnaire and interview before and after the teaching effect analysis,research students in the development and changes before and after the process.The results show that this course can effectively promote the improvement of chemistry normal university students’ evaluation literacy by providing practice opportunities and reflective conditions,which are mainly reflected in the dimensions of evaluation concept and evaluation ability.In addition,normal university students believe that their ability to cooperate and communicate,solve problems and collect information has also been improved in this process.However,there are still some deficiencies in this study.First of all,the sample size is small and the research object range is narrow.Second,after the implementation of the curriculum,the degree of achievement of each dimension is different;Thirdly,I don’t have the ability to measure and check other aspects when analyzing learning needs.Fourthly,the normal university students with a low learning starting point are not considered enough in the course design.Finally,during the teaching practice,normal university students still have other measurement and evaluation courses.Further research can refine the curriculum development framework again,expand the scope of research objects and the number of experimental participants,analyze the process of PBL curriculum promoting the development of pre-service chemistry teachers’ evaluation literacy,and promote the curriculum;In addition,we can cooperate with teachers on the front tomake up for the theoretical deficiency of teachers on the front. |
