Research On Diagnostic Evaluation Of High School Chemistry Class Teaching Based On "UTOP"

With the development of the times,the reform of the talent training model and the change of the educational philosophy of chemistry,a new round of chemistry curriculum reform has been fully implemented in China.With the "General High School Chemistry Curriculum Standards(2017 Edition)"(hereinafter referred to as "new Curriculum Standard"),the comprehensive development of the core literacy of students' chemistry subject has become the goal of high school chemistry education.To achieve this goal,"New Curriculum Standards" highly emphasizes the importance of scientific and efficient classroom teaching mode,and the significance of effective classroom teaching diagnostic strategies for the development of core literacy and professional development of chemistry teachers in high school students."New Curriculum Standards" obviously added a module of academic requirements,carefully planned the learning quality and expected goals of students at each stage,and implemented the goal of comprehensively cultivating the core literacy of high school students' chemistry disciplines in each teaching stage.Chemistry classroom is the main venue to effectively enhance the core literacy of high school students' chemistry subject.Classroom teaching is the main form of bilateral interaction between teachers and students to jointly achieve the goal of high school chemistry subject education.Diagnosing and evaluating chemistry classroom teaching is convenient for in-depth understanding of the progress of chemistry teaching,grasping students 'learning situation and problems,and timely discovering teachers' problems in classroom teaching,promoting more efficient development of chemistry classroom teaching,and providing core literacy for students Escort development.Therefore,how to effectively diagnose the chemistry classroom and then provide constructive opinions is a subject worthy of in-depth study.Many literatures and foreign education research adopt the UTOP(UTeach Observation Protocol),a classroom teaching observation and diagnosis system compiled by the UTeach Research Center of the United States over several years.This classroom observation and diagnostic tool has high reliability,good validity,and scope of application.It is widely used,has been widely used and specially prepared for science courses,and it is relatively easy to operate.It can conduct comprehensive observation and diagnosis of classroom teaching in a short period of time,and then evaluate the effect of classroom teaching and the teaching ability of teachers.This article takes high school chemistry classroom teaching diagnosis as the research theme.Under the guidance of theoretical knowledge such as pedagogy,psychology and chemistry teaching diagnostics,it comprehensively uses the literature research method,questionnaire survey method,interview method and teaching experiment research method to explore The current status of high school chemistry teachers 'teaching diagnosis has compared and studied the characteristics and overall effects of different types of chemistry teachers' classroom teaching.This article is divided into 6 parts.The first part is an introduction,which mainly analyzes the purpose and significance of classroom teaching diagnosis and evaluation from the development requirements of today's era and the evolution of the training objectives of chemistry disciplines,and makes in-depth comparisons and researches on the research status of chemistry classroom teaching diagnosis at home and abroad 1.Present the research methods and research ideas after induction.The second part is the theoretical basis,which mainly defines the core concepts such as teaching diagnosis,classroom teaching diagnosis,chemistry classroom teaching diagnosis,chemistry classroom teaching evaluation,and UTOP system and introduces the relevant theoretical basis.The third part is the preparation,implementation process and result analysis of the survey tool.It surveys the chemistry teachers' understanding and implementation of classroom teaching diagnosis.This part includes questionnaire survey and interview survey.Among them,the questionnaire survey is mainly carried out from four aspects:teachers' cognition of classroom teaching diagnosis;the implementation of classroom teaching diagnosis in actual teaching;the actual status of classroom teaching diagnosis in their schools;the difficulties encountered in classroom teaching diagnosis.Questions that cannot be fully understood or poorly reflected in the questionnaire are investigated in the form of interviews.And analyze and process the survey results.Based on the problems found in the third part,the fourth part focuses on the analysis of the causes of the problems and puts forward corresponding strategies to improve the diagnostic effect of high school chemistry classroom teaching.The fifth part focuses on the introduction of the classroom teaching quality diagnosis system-UTOP system,elaborating the system in detail,and according to the structural framework and content dimensions of the system,on the basis of standard coding,carefully selected three different requirements that meet the requirements Types of lecture videos are analyzed to diagnose the concept teaching of different types of high school chemistry teachers.The sixth part is the research conclusion and reflection,summing up the research results achieved by this subject,and at the same time reflecting on the deficiencies in the research.This research analyzes the actual situation of the current high school chemistry classroom teaching diagnosis on the basis of a variety of survey results,and earnestly understands the high school chemistry teachers 'true feelings and opinions in the classroom teaching diagnosis,and summarizes the improvement of high school Suggestions on the four aspects of the diagnostic effect of chemistry classroom teaching:based on self-development,enhance the awareness of chemistry classroom teaching diagnosis;focus on practical problems,draw on scientific classroom teaching diagnostic tools;establish a standard system to create a chemistry classroom teaching diagnostic atmosphere;put into practical action,Accumulate chemistry classroom teaching diagnosis experience.It also focuses on the use of scientific classroom teaching diagnostic tools,and initially attempts to apply the UTOP system to the diagnosis of high school chemistry classroom teaching in China.It is found that the system has good diagnostic effects on multiple dimensions of different classroom teaching and is easy to operate.It is worthwhile In-depth research and use for reference.