Research On Evaluation System Of High School Biology Classroom Teaching Based On Big Concept

Since the promulgation of the new curriculum standards,the curriculum reform has been progressing,and curriculum assessment has been one of the most important aspects of educational development.The central focus of curriculum assessment today is also not just on the assessment system.Adaptation to modern training demands and research on the implementation process of a science-based,integrated assessment concept language assessment are the current focus of curriculum assessment development.Based on the big idea,whether the evaluation of teaching ability can be truly reflected in the classroom process depends to a large extent on the establishment of classroom evaluation standards.There is a richer theory of teaching evaluation at this stage.Since the promulgation of the New curriculum standard,more and more emphasis has been placed on the development of students' core literacies,and more attention has been paid to the broad concept of evaluation of teaching ability based on this developmental goal.However,there is not much content based on the big idea concept of teaching evaluation system in high school biology classroom based on the General High School Biology Curriculum Standards(2017 Edition 2020Revision).Therefore,this study will select a scientific method to construct a teaching evaluation based on the big idea evaluation of teaching ability high school biology classroom.It will help schools and other educational departments to assess teachers' classroom teaching ability.It will help frontline teachers to have a scientific reference standard when improving their own teaching.This study has the following main parts:Firstly,this study reviewed a large amount of literature in order to gain insight into the research nature of the evaluation of teaching and learning in the high school biology classroom of the Big Idea concept,and to identify the research ideas and methods of this study,etc.Secondly,the most important stage in the research process was to establish an evaluation system based on big ideas for teaching biology in high school classrooms.In this research,data were collected through extensive literature analysis,expert interviews and questionnaires;the gathered data were standardised,categorised and analysed to select the initial indicators.The initial step of rectification is then carried out by collating all the preliminary indicators and conducting interviews with experts and frontline teachers with a focus on analysis,revision and refinement.After the interviews were completed the indexes were revised and collated according to the results of the interviews.The indicators were then denominated using factor analysis to determine whether the indicators' conditions could extract public factors,remove unqualified data and perform dimensionality reduction.The experts are invited to assign weights to each indicator according to the criteria of each indicator and calculate the percentage of each indicator.Based on this,an evaluation standard for high school biology classroom teaching based on the big concept curriculum concept was developed.Finally,invite experts and teachers to test the operability and practical research of the evaluation system that has been developed.Specialists were invited to mark the operability of the evaluation indicators and the results were collated to derive the operability of the evaluation system for this research.After the operability has been verified for the practical research,experts and teachers are assigned marks on a scale for both sessions and the feasibility of the research is verified based on the results of the scores.