Construction And Practice Of Evaluation Index System Of High School Chemistry Classroom Teaching Based On Core Accomplishment

Since the "General High School Chemistry Curriculum Standards(2017 Edition)"(hereinafter referred to as "Curriculum Standards")was issued,the five core literacy has become a hot topic for the majority of chemistry educators.How to evaluate teaching based on core literacy and how to design classrooms It is a hot issue that the majority of chemistry educators care about in order to better implement core literacy with presentation.At present,there are many studies on classroom teaching evaluation,but there are few studies on classroom teaching evaluation based on chemistry core literacy.This research attempts to build a complete set of high school chemistry classroom quantitative evaluation index system based on core chemistry literacy,which is a first-line chemistry Teachers provide reference for teaching evaluation.This research is divided into three steps:The first step is the construction of the indicator system.Firstly,through interviews with first-line high school chemistry teachers and analysis of excellent high school chemistry teaching cases and high school chemistry curriculum standards,the evaluation index system is initially constructed;then,after collecting 2 experts and 2 first-line chemistry teachers for the revision of the index system,Revise the index system,and formulate the revised index system into a questionnaire;finally,improve the index system by collecting opinions from 18 experts and frontline teachers of high school chemistry.The second step is the establishment of the weight of the indicator system.By issuing questionnaires,the opinions of 16 experts and first-line high school chemistry teachers on the importance of each index were collected,and scores were given to each index of the high school chemistry classroom teaching evaluation index system.The third step is the application of the indicator system.Firstly,3graduate students majoring in chemistry education are recruited to watch 3high school chemistry high-quality classes,and use the indicator system to score them to examine the consistency of the scorers.Then,8 in-service teachers were invited to rate the same three high-quality courses based on their own experience,and the scoring results were correlated with the scoring results of 3 normal students to test the external validity of the indicator system.The research found that:(1)The evaluation index system of high school chemistry classroom teaching based on core literacy consists of 3first-level indicators,13 second-level indicators and 28 third-level indicators.(2)The evaluation index system of high school chemistry classroom teaching based on core literacy has good reliability and validity.Able to quantitatively evaluate the teaching quality of high school chemistry classroom teaching.