Research On The Construction And Application Of The Index System Of High School Chemistry Classroom Teaching Based On Core Literacy

With the reform of basic education curriculum,the introduction of chemistry core literacy has put forward new requirements for classroom teaching evaluation.Classroom teaching evaluation has become one of the most direct,effective and convenient means of feedback on the quality of classroom teaching,and it is also the key to promoting the new curriculum reform link.To this end,it is the goal of this study to construct an evaluation index system for high school chemistry classroom teaching that matches the core literacy,give full play to the functions of evaluation,diagnosis,guidance and improvement,promote teachers’ professional development,improve students’ subject core literacy,and promote curriculum reform.First of all,through literature analysis and sorting,this study found that there are few studies on the evaluation of chemistry classroom teaching from the perspective of core literacy,and most of the studies are limited to qualitative research.It is also very important to construct a classroom teaching evaluation system from the level of scientific inquiry and disciplinary thinking few.For this reason,based on the above reasons,under the guidance of Taylor’s behavioral goal model,constructivism theory and developmental teaching evaluation thought,a combination of qualitative and quantitative research methods was selected to determine the core literacy-based research content of high school chemistry classroom teaching evaluation.It includes three aspects: evaluation objectives,evaluation dimensions,and evaluation steps.That is,the core literacy-based classroom teaching evaluation aims to develop students’ disciplinary core literacy and promote teachers’ professional development;it takes the development of students’ disciplinary thinking and scientific inquiry ability as the main evaluation index dimension;The evaluation results are fed back by a combination of qualitative and quantitative methods to achieve scientific,objective and democratized evaluation results.Secondly,after determining the research content of high school chemistry classroom teaching evaluation based on core literacy,the current situation of high school chemistry classroom teaching evaluation is investigated by using the questionnaire survey method and teacher interview method.Single,lack of effective evaluation system,lack of core literacy of chemistry in evaluation and lack of effective communication of evaluation results.Furthermore,combined with the valuable opinions and suggestions of the front-line chemistry teachers,based on the principles of orientation,development,science and discipline,the first-level evaluation indicators were initially formulated,and the second-level indicators and specific standard dimensions were refined one by one.Then use the AHP to determine the weights of indicators at all levels.Finally,a high school chemistry classroom teaching evaluation scale is constructed,which consists of 3 first-level indicators,12 second-level indicators,and 36 third-level indicators.Finally,the constructed classroom teaching evaluation index system and scale were applied to teaching practice,and three front-line chemistry teachers were invited to use the constructed classroom teaching evaluation scale to conduct classroom teaching evaluation for 6 high school chemistry courses.The evaluation results included the evaluation scores.And teaching suggestions,using quantitative scores and qualitative descriptive language to evaluate high school chemistry classroom teaching,found that the evaluation system has certain guiding value for classroom teaching,can better point out the problems in teaching practice,and has a good diagnostic effect.To sum up,on the basis of clarifying the relevant literature in the past ten years,this study deeply researched the specific problems existing in classroom teaching evaluation,and integrated the suggestions of front-line chemistry teachers to construct a scientific and practical solution.Classroom Teaching Assessment Scale.It not only adds the research results of high school chemistry classroom teaching evaluation,but also hopes to make some contributions to promoting curriculum reform,promoting teachers’ professional development,developing the core literacy of the subject and improving the efficiency of classroom teaching.