Action Research On The Application Of Process Evaluation In The Third Grade Of Primary School Science Inquiry Class

As the main way for students to acquire scientific knowledge,primary school scientific inquiry class reflects students active exploration of scientific phenomena,and better demonstrates students inquiry and practical ability.The “Compulsory Education Primary School Science Curriculum Standards（2017 Edition）” has made specific target requirements for scientific inquiry ability.Therefore,science teachers should pay more attention to the evaluation of students inquiry thinking and practical ability in the inquiry teaching.However,in the practice of scientific inquiry teaching,teachers are more inclined to evaluate the results of inquiry.The evaluation method is mainly based on summative evaluation,and the students’ interest in inquiry,inquiry thinking and practical ability are always ignored,resulting in some students’ low interest in inquiry,the research level is low.Process evaluation,as a diversified evaluation method,its innovative form can attract students’ attention and arouse their interest in inquiry;it combines self-evaluation,peer evaluation,and teacher evaluation to change the thinking limitation brought by a single evaluation.Therefore,this study attempts to apply the process evaluation to the elementary school scientific inquiry class,and explores the influence of this evaluation method on the elementary school students’ scientific inquiry learning in practice.In this study,we mainly want to solve two problems.First,if the process evaluation is used in the third grade science inquiry class,how will the students’ scientific inquiry performance change? The second is how the inquiry process evaluation will affect the students’ interest in inquiry.This research uses the action research method to take the third grade students of M primary school in a city as the research object,selects the experimental class and the control class,and conducts a one-semester study.This research uses the questionnaire survey method to analyze the current situation of the evaluation of the third grade students’ inquiry courses,and uses the literature research method to analyze and summarize the concepts of process evaluation and scientific inquiry.Based on the requirements of the main objectives and evaluation contents,the evaluation table is compiled and revised,and the classroom evaluation is improved on this basis,and the process evaluation is combined with the inquiry classroom.Three rounds of research were conducted according to the steps of action planning,implementing actions,examining actions,and reflecting on actions.Each round of action research involves reflecting on the classroom,identifying problems,solving them,and improving the next round of planning by adjusting the instructional design for better results.After the three rounds of research,the data were collated from the students’ questionnaire results,inquiry scores and action research results to draw conclusions.The study found that the application of process evaluation in scientific inquiry class can improve the inquiry interest and inquiry performance of primary school students,and has a better role in promoting their inquiry ability.On this basis,this study correspondingly puts forward suggestions to highlight the characteristics of scientific inquiry,refine inquiry activities,return to the essence of inner inquiry,lead the development of thinking,improve the level of inquiry evaluation,and optimize evaluation tools.After practice,this research has made the following reflections: First,the application of procedural evaluation in inquiry courses is a challenge to the ability of science teachers to process evaluation;The adaptability to be applied to inquiry courses needs to be improved.Finally,this paper makes a summary of the action research.