The Evaluation Status And Optimization Suggestions Of High School Chemistry Class Under The New Curriculum Standard

The 2017 edition of the standard for chemistry curriculum in general high schools has made great changes in the concept of evaluation of chemistry learning,according to the standard of chemistry study quality,we should evaluate the achievement of student s’chemistry core literacy in different study stages,and actively advocate the integration of teaching,learning and evaluation,so that each student’s chemistry core literacy can be developed in different degree.Until then,the 2003 edition of the Chemistry Curriculum Standard for senior high schools(experimental edition)also shows that "the evaluation of chemistry curriculum in senior high schools should not only promote the common development of all senior high school students in all aspects of scientific literacy,but also be beneficial to the personality development of senior high school students."This means that in the teaching process,while it is important for teachers to"teach" and students to "learn",it is also important for teaching evaluation,among them,learning evaluation for students’ "learning" is a visual diagnosis of students’ chemistry core literacy,chemistry academic quality standards to achieve the level of the method.In this paper,literature,survey,interview,statistical analysis and other research methods to a high school in Yanji as an example,the high school chemistry classroom evaluation of the status quo and problems were investigated and studied.First of all,under the support of classroom teaching evaluation theory,this paper expounds the concept,content and function of classroom evaluation,and answers the question of what classroom learning evaluation is.Secondly,on the basis of theory,classroom observation,interview and questionnaire are used to analyze the classroom record,interview and survey results.In this process,the following problems are found in the evaluation of chemistry classroom learning in senior high school:First,the evaluation subject is single,and different evaluation subject has different influence on students’ learning enthusiasm;Second,the evaluation standard is not clear,the evaluation content is unitary,the majority of students know the curriculum standard as well as the chemistry discipline core accomplishment degree is low;Third,the evaluation method is simple,the evaluation focus is improper,and the students expect to have more diversified evaluation methods in the classroom.After finding and analyzing the problems,this paper puts forward the optimization strategy for high school chemistry classroom learning evaluation,which involves three dimensions:evaluation subject,evaluation content and evaluation method.With regard to the subject of evaluation,it is suggested to advocate a plurality of evaluation subjects,combining the teacher’s leading evaluation,the student’s self-evaluation and the other’s evaluation organically,the content of classroom evaluation should be consistent with the training objective proposed in the curriculum standard,and the evaluation methods should be as follows:In order to improve students’learning drive,we should advocate diversified evaluation methods,immediate evaluation,materialization reward,learning portfolio evaluation and scale evaluation were combined.