Research On The Application Of Student Self-evaluation In Chemistry Homewor

With the development and progress of society,a variety of information affects our cognition.Therefore,we need correct self-cognition and develop the ability of self-evaluation.However,in the context of exam-oriented education and traditional teaching mode,teachers and schools do not attach importance to students’ self-evaluation;Senior high school students are accustomed to passively accepting knowledge,and are evaluated by teachers in learning,and seldom conduct self-evaluation.Therefore,the goal of this paper is to find a feasible selfevaluation model for high school students.Self-evaluation is a sub-dimension of autonomous learning.This paper explores what changes will happen to the ability of autonomous learning in the process of self-evaluation.Based on the integration of a large number of literature concepts in self-evaluation,this study proposes student self-evaluation model 1.Mode 1 requires students to evaluate their own learning situation around the three processes before,during and after the completion of homework.The completion of students’ homework shows that self-evaluation mode 1 cannot promote students’ learning progress.Based on the students’ self-evaluation,the author found the shortcomings of the first model,which included a wide range of evaluation contents and an unfixed evaluation format.Therefore,self-evaluation mode 2 is proposed,which requires students to classify the wrong exercises in the homework into four types: knowledge errors,logic errors,strategic errors,and psychological errors,and think about corresponding solutions after completing the homework.The results of the students’ achievements show that mode 2 is conducive to the students’ mastery of knowledge points and progress of achievements during the evaluation;mode 2 has a good promotion effect on the students in the high participation self-assessment group and the middle participation self-assessment group,but a poor promotion effect on the students in the low participation self-assessment group.The students’ feedback shows that mode2 needs to be combined with classroom teaching,peer evaluation,wrong problem sets and other teaching resources to play a greater role.The results of the questionnaire show that model 2only promotes the development of the exercise cognitive ability,and inhibits the development of other sub-dimensions.To sum up,mode 2 has practical application value,but also has room for further improvement.