I. Teaching suggestions

(A) scientific design of teaching objectives, comprehensive development of scientific literacy

Teaching goal is the concrete embodiment of curriculum goal in teaching, the starting point and destination of chemistry teaching, and the design of teaching goal is a very important task of teaching design.

1. fully embodies the three-dimensional goal.

The all-round development of scientific literacy refers to the harmonious development of students in three aspects: knowledge and skills, process and method, emotion, attitude and values. The teaching goal design based on the holistic development view should rely on the three-dimensional goal of scientific literacy to reconstruct the teaching goal. The goal of "knowledge and skills" is only one of the three-dimensional goals, so we should pay attention to excavating the scientific methods, emotional attitudes and values contained in chemical knowledge; The goals of the three dimensions should be organically combined and integrated. For example, the emotional attitude and value goal of the content of "air" can be designed as "learning to understand the relationship between man and air from the perspective of chemistry, and understanding that air is a valuable resource for human survival", which matches the course content of "understanding the important role of air in human life".

2. Overall planning of teaching objectives

The development of students' scientific literacy is a process of continuous progress. Therefore, according to the "course objectives" and "course content" in this standard, combined with students' existing experience, the theme, unit teaching objectives and classroom teaching objectives should be designed and planned as a whole, and corresponding teaching objectives should be designed for different stages of students' scientific literacy development. For example, the study of the concept of "acid" can be designed into four stages as a whole; In the study of "the nature of carbon dioxide", it is required to "know that carbonic acid can make purple litmus test solution turn red"; In the study of "reaction between metal and acid", it is required to "understand the reaction between iron, lead and dilute sulfuric acid"; In the study of "properties and uses of common acids", it is required to "understand the properties of acids initially"; In the study of "acidity and alkalinity of solution", it is required to "understand the method of testing acidity and alkalinity of solution with pH test paper", so as to achieve a preliminary understanding of the concept of acid.

3. Scientific design unit or class teaching objectives

The three-dimensional goal of fully embodying scientific literacy should be determined according to the characteristics of specific teaching content and students' reality, and should not be blindly copied to prevent the formulation of teaching objectives from becoming a mere formality. We should pay attention to students' learning process and activities, so as to make the teaching goal design of units or classes more directional. For example, the process and method of learning "oxygen content in the air" can be designed as "exploring the volume fraction of oxygen in the air through experiments and experiencing the basic process of scientific inquiry". Teaching objectives should be accurate, specific and feasible. For example, the process and method objectives of the content of "conditions of steel bar corrosion" are not specific if they are expressed as "exploring the conditions of steel bar corrosion through experiments and developing scientific inquiry ability". If the design is "to explore the conditions of steel corrosion through experiments, to further understand the basic process of scientific inquiry, and to learn the methods of conjecture and hypothesis, experimental design, etc.", it is more appropriate.

Example 4 "Exploring the physical and chemical properties of metals" unit teaching objectives

(1) Understand the physical properties of metals through physical observation and consulting materials.

(2) Experiments show that common metals have thermal conductivity, ductility and electrical conductivity.

(3) Explore the chemical reactions of common metals with oxygen, dilute acid and salt solutions of other metals through experiments, understand the main chemical properties of metals, enhance the understanding of scientific inquiry, and realize the significance and happiness of group cooperation.

The teaching goal design in Example 4 integrates three-dimensional goals, pays attention to students' learning process and activities, pays attention to the stages of experimental inquiry process, and designs inquiry into a complete experimental inquiry process, which is more concrete and feasible in expression.

(2) Carefully design scientific inquiry activities and strengthen experimental teaching.

1. Carefully design and organize inquiry activities.

Teachers should fully understand the unique value of scientific inquiry in promoting students' scientific literacy development, carefully design inquiry activities according to students' cognitive development level, and effectively organize and implement inquiry teaching.

Various forms of inquiry activities can be used in chemistry teaching. For example, to explore "the conditions of substance burning", three groups of exploratory experiments can be designed to guide students to explore from three aspects: the flammability of substances, oxygen and the ignition point of combustible substances. Students can also consult the information about "drilling for fire" and "striking a flint for fire" from the library or online, guide students to analyze and discuss the information, and sum up three conditions of material combustion.

In inquiry teaching, it is necessary to organize students to communicate and discuss purposefully, which is not only conducive to cultivating students' communication and cooperation ability, but also to developing students' evaluation ability; It is advocated to carry out inquiry activities in groups, such as "investigating the types of metal waste in daily life and analyzing the value and possibility of its recycling". Inquiry teaching should be practical, not for the sake of inquiry, and avoid the generalization of inquiry activities, the stylization and superficiality of inquiry process; It is necessary to grasp the level of inquiry and avoid the practice of dabbling or arbitrarily improving the difficulty of knowledge; We should properly handle the relationship between teachers' guided inquiry and students' independent inquiry, and avoid the phenomenon of teachers' arranged substitution or students' laissez-faire in the process of inquiry.

2. Strengthen chemical experiment teaching.

Teachers should attach great importance to and strengthen experimental teaching and give full play to the educational function of experiments. Students should be carefully organized to complete the experiments specified in this standard, and pay attention to the study of basic chemical experiment skills. The experimental form should be reasonably selected according to the actual situation of the school, and the qualified school should provide students with as many opportunities to do experiments as possible; Schools with limited conditions can use teachers to demonstrate experiments or use substitutes to carry out experiments, and encourage micro-experiments and small-scale family experiments. In experimental teaching, we should pay attention to cultivating students' awareness of experimental safety and environmental protection, and develop good experimental habits.

(3) Pay attention to being close to students' life and connecting with social reality.

1. Pay attention to the actual life of students.

Teaching should closely combine with students' real life, help students feel the chemical substances around them and their changes, enhance students' interest in learning chemistry and understand the application of chemical knowledge in real life.

For the teaching of substances and their changes closely related to students' lives, we should pay attention to finding the breakthrough point from the perspective of chemistry to help students form a new understanding. For example, water is the most familiar substance for students, so we should pay attention to guiding students to explore the composition and properties of water through experiments in teaching; Understand water purification, water pollution and water resources protection in combination with production and life practice. There are a lot of chemistry-related materials in life, which can be collected, screened and used according to the specific situation of students and teaching needs in teaching.

2. Pay attention to the relationship between disciplines

In teaching, we should design some learning activities purposefully and in a planned way to strengthen the connection between chemistry and physics, biology, geography and other disciplines. Such as "designing experiments to explore the effects of some pesticides or fertilizers on crop growth". To enhance students' ability to synthesize the basic knowledge of various disciplines and solve simple practical problems. You can also design some open learning activities, such as "investigating the source and use of local fuels and making suggestions for rational use of fuels" and "investigating local environmental pollution and making preliminary suggestions for reducing pollution", so as to consciously guide students to analyze or discuss related issues from multiple angles.

(D) Optimize the classroom teaching process and improve the effectiveness of classroom teaching.

1. Strive to create a real and meaningful learning situation.

Real, vivid, intuitive and enlightening learning scenarios can stimulate students' interest in learning and help them better understand and apply chemical knowledge. According to the teaching objectives, teaching content, students' existing experience and the actual situation of the school, teachers should choose the materials of learning situations in a targeted manner, guide students to find problems from real learning situations, start discussions and put forward ideas for solving problems. In addition to selecting the learning scene materials suggested in this standard, teachers are also encouraged to design and develop creatively in teaching. Learning situations can be created through chemical experiments, chemical problems, short stories, scientific historical facts, news reports, physical objects, pictures, models, video materials and other forms. For example, in the teaching of "elements", the table of chemical elements in the crust, seawater and human body is displayed; Show pictures or objects of ancient stone tools, porcelain, bronzes, ironware and various modern new materials in the teaching of Chemistry and Materials; Organize students to watch relevant images and pictures in the teaching of "environmental protection".

2. Flexible use of diverse teaching methods and means.

Teachers' "teaching" serves students' "learning". To change students' learning methods, teachers must change their teaching methods. According to the specific teaching objectives, teaching contents and students' actual situation, teachers should flexibly use teaching methods such as inspiring explanation, experimental inquiry and autonomous learning to improve students' scientific literacy. The choice of teaching methods should be adapted to students' specific learning tasks, learning activities and learning methods to ensure the teachability of students' learning. In teaching, teachers should proceed from reality and use various teaching media and means such as objects, models, specimens, charts, slide projectors, projectors, etc., with special emphasis on giving full play to the role of modern information technology. Using computer to simulate chemical experiments is helpful for students to understand knowledge, but simulation experiments can't fully reflect the functions of chemical experiments and can't replace chemical experiments. Attention should be paid to avoiding scientific mistakes when simulating the changing process of microscopic particles with computer.

3. Review and exercise teaching effectively.

Review is an indispensable part of teaching. In order to improve the salvation of review teaching, teachers can combine systematic induction with inquiry activities, and take various forms such as students' personal summary, group discussion, large-group communication, teachers' comments, answering questions and learning competitions to mobilize students' enthusiasm for review and improve the quality and efficiency of review.

For students, the mastery of knowledge and skills and the development of scientific thinking ability need to be consolidated and tested through exercises. Teachers should not only learn from the experience of previous exercises teaching, but also actively improve exercises teaching. The selection and compilation of exercises should fully reflect the role of exercises in improving students' scientific literacy. Pay attention to choosing exercises with real scenes, which are in line with students' cognitive characteristics and have certain comprehensiveness and openness. By changing the scene and presentation of questions, we can cultivate students' processes and methods, emotional attitudes and values. The number of exercises should be appropriate and the difficulty should be moderate, so as to avoid new "complicated", "difficult" and "biased" phenomena. The explanation of exercises should pay attention to guidance and explanation, encourage students to actively participate, give students enough time to think and avoid teachers' "centralized".

4. Continuously improve the ability of teaching reflection.

Teaching reflection is a process in which teachers consciously analyze and re-recognize their teaching activities according to advanced teaching theory and practical experience. The practice of chemistry classroom teaching reform requires teachers to improve their teaching reflection ability. Therefore, teachers should consciously reflect on their own classroom teaching process, consciously analyze teaching objectives, various learning activities designed, various teaching strategies and evaluation methods used, find problems in time and sum up experience. Teachers can improve their teaching reflection ability through various ways and forms, such as writing Notes on Teaching Reflection or Notes on Teachers' Growth, analyzing and summarizing the problems existing in students' learning, their own teaching experience and lessons; Communication between teachers inside and outside the school is also an effective way to improve teachers' reflective ability. By participating in lectures, lectures, lectures, class evaluation and other teaching and research activities, we can promote reflection through teaching and research, seek optimization through reflection, and ensure the effectiveness of optimization.

Example 5 Teaching Reflection on "Seeing Matter from the Point of View of Particles"

In teaching, some questions should be asked by students, some words should be left to students, and some things should be done by students.

In the teaching of "seeing characteristics from the perspective of particles", it is necessary to demonstrate that the particles that make up the characteristics are constantly moving through the volatilization experiment of ammonia water. In a class, I directly carry out students' experiments according to the design of cutting materials, and students pay attention to observing and describing phenomena. Teachers and students focus on the operation and observation of the experiment, and the classroom atmosphere is rather dull. In the other ten classes, after supplementing the necessary knowledge, I asked the students to design their own experiments. The experimental scheme put forward by some students is to put a filter paper strip soaked in phenolphthalein test solution above the open ammonia bottle to see if the filter paper will turn red. After discussion, the students agreed to do their own experiments according to this plan. Some students found in the experiment that the color of red filter paper strips gradually faded after being placed for a period of time. The students exchanged and discussed this newly discovered phenomenon and tried to explain it. Students showed great enthusiasm and interest in this class, not only successfully completed the scheduled teaching tasks, but also made new discoveries and gains, and enjoyed the fun of inquiry learning.

In the form of "teaching reflection", the teacher recorded his feelings and experiences of using different teaching methods in different classes. In teaching, there are some questions to be asked, some words to be left to students, and some things to be done by students, which vividly illustrates the truth that "teaching" is for "learning" and is the best interpretation of "teaching serves learning".

Second, the evaluation recommendations

The focus of curriculum implementation evaluation is academic evaluation, and its function is mainly to promote students' educated learning, improve teachers' teaching and further improve the curriculum implementation plan. Chemistry academic evaluation in compulsory education, including formative evaluation and summative evaluation, should determine the evaluation objectives, scope and methods in strict accordance with this standard to ensure the consistency of learning objectives, teaching requirements and academic evaluation.

A good evaluation activity should have the following characteristics: paying attention to the achievement of students' three-dimensional learning goals, strengthening the diagnosis and development function of evaluation, and paying equal attention to process evaluation and result evaluation; The evaluation criteria should be clear and complete to ensure the reliability and fairness of the evaluation; The design and implementation of evaluation should be scientific, simple and easy. The combination of qualitative evaluation and quantitative evaluation can effectively evaluate students' learning results; The task is true and fair, which can provide students with full opportunities to show and conform to the characteristics of students' psychological development at different stages; Diversification of evaluation methods and evaluation subjects; The evaluation results can provide a lot of feedback information for students' learning, enhance their self-confidence and initiative in learning, and enable teachers to make correct decisions to improve teaching.

(A) the determination of evaluation objectives

The evaluation goal must be consistent with the "course goal" and "course content". Evaluation should not only assess students' mastery of knowledge and skills, but also evaluate students' scientific inquiry ability and practical ability, and also pay attention to students' development in emotional attitude and values. According to this standard, specific evaluation objectives are determined.

In practice, students' behaviors can be described according to the learning objectives, and on this basis, the types of test questions and evaluation tasks can be determined, and the number of questions and tasks required for each specific content can be determined.

Example 6 Evaluation Target of "Exploring Physical and Chemical Properties of Metals"

Based on the teaching goal of Example 4 "Exploring the physical and chemical properties of metals", the corresponding evaluation goal is established. Descriptive language can be used to present the evaluation objectives.

Objective 1: among several common substances, point out which are metals and which are nonmetals, and clearly distinguish the basis.

Goal 2: enumerate several common metals such as iron, copper and aluminum, and explore their thermal conductivity, ductility and conductivity in combination with life experience or design experiments.

Objective 3: Design experiments to explore the chemical reactions of common metals with oxygen, dilute acid and salt solutions of other metals, and summarize the main chemical properties of metals.

Goal 4: Group cooperative learning in experimental inquiry.

(B) Selection of evaluation methods

The implementation of academic evaluation involves different learning tasks and different evaluation methods, such as paper-and-pencil test, performance of learning activities and establishment of learning files. Teachers can design appropriate learning tasks and corresponding evaluation methods according to the learning content and learning level of cognitive learning goals, skill learning goals and experiential learning goals, so as to ensure that the evaluation has high reliability (consistency of evaluation results) and validity (evaluation results reflect the actual content and level).

1. Paper and pencil test

Paper-and-pencil examination can examine students' mastery of knowledge, which is convenient to operate and is the most commonly used way of academic evaluation.

Paper-and-pencil test can examine students' academic level from the following aspects: the ability to observe, describe and explain simple chemical phenomena, the ability to analyze and judge the properties and changes of related substances from the perspective of chemistry, the ability to identify and use chemical terms, and the ability to explore simple chemical problems.

When designing paper and pencil test questions, we should grasp the learning requirements according to the "course content". The focus of assessment should be the understanding and application of basic knowledge, rather than the simple memory and reproduction of knowledge points; We should not test basic knowledge and skills in isolation, but pay attention to the reality of production and life, and embody practicality and inquiry with vivid scenes.

For example, for the investigation of crystallization phenomenon, it is not appropriate to use the topic of "there is a way to separate the substance from the solution by crystallization", and the design of the problem should be linked with practice. For example, "why can salt be crystallized from seawater by drying salt?" Why can soda ash (sodium carbonate crystal) be fished out of saline-alkali lake in cold winter? "

Pay attention to the choice of questions with practical situation, application and practicality. In this way, students' mastery of relevant knowledge, skills and methods can be understood, and students' ability to solve practical problems can be highlighted. Test questions can be exploratory and open, but they cannot be divorced from students' learning foundation and cognitive level, so as to prevent new complex and difficult test questions from appearing in the name of "inquiry" and "openness".

When writing test questions to test students' practical ability, the situation should be true to avoid scientific mistakes; When writing practical chemical calculation questions, we should control the difficulty of the questions according to the "course content" and not exceed the students' knowledge base. For example, the evaluation of the learning goal of "simple calculation according to chemical equations" only requires students to calculate the mass of one substance from the mass of another substance according to chemical reaction equations. For example, "Pure hydrogen produced by electrolysis of water can be used to prepare high-purity silicon in electronic industry. The existing 3.6 kg of water is electrolyzed. How many kilograms of hydrogen can be produced theoretically? " The following questions are not suitable for compulsory education: ① calculation of chemical reactions with impurities in reactants and loss of raw materials; (2) calculation of chemical reactions that need to be judged by excessive reactants; ③ Calculation of chemical reactions in which several reactions coexist.

2. Activity performance evaluation

Activity performance evaluation requires students to analyze and solve a practical problem by using what they have learned in real or simulated situations, so as to evaluate students' performance and activities. Students can show the learning process and results through actions, works, performances, demonstrations, operations, writing and making files. In teaching, activity performance evaluation can examine students' participation consciousness, cooperation spirit, ability to obtain and process chemical information and scientific inquiry ability.

Observing students' performance in chemical experiment activities can help us understand students' enthusiasm and mastery of experimental skills, and evaluate students' ability to observe, describe and analyze experimental phenomena, experimental habits and scientific attitudes.

Example 7 Evaluation of Students' Inquiry Process and Inquiry Ability

-Measure and analyze the pH value of rainwater in the school area.

In the activity of "Measurement and Analysis of pH of Rainwater in School", students should do experiments of rainwater sampling and pH measurement, record and process the data, and draw the conclusion whether there is acid rain through analysis and comparison. If acid rain occurs, it is necessary to comprehensively consider the reality of local social development and natural conditions and analyze the possible causes of acid rain.

By evaluating students' performance in the above activities, we can understand students' enthusiasm, cooperation consciousness and ability to participate in inquiry activities and discuss changes. Investigate students' mastery of experimental skills, ability to record and process data, and ability to write experimental reports based on experimental data.

Through students' investigation and research activities, teachers can evaluate students' ability to obtain information, process and express information by using what they have learned in many ways, and understand students' understanding of the relationship between chemistry and social development.

Example 8 Comprehensive evaluation of students in investigation activities.

-Investigation on "Utilization of Metal Materials"

Students can collect information about the use of metal materials in the United States from various media (such as the Internet) when conducting investigation and research activities on the use of metal materials, and understand the great contribution of metal materials to promoting social development and improving the quality of human life; Understand the possible impact of the manufacture, processing and use of metal materials on natural resources and ecological environment. After the investigation, through sorting out and analyzing the data, write an investigation report, and communicate and publish the collected data and the conclusions of the investigation through group discussion or tabloid writing.

Teachers can learn from students' activities whether they can use metal knowledge to analyze the role and influence of metal materials in production, life and social development; Understand their ability to process survey data, analyze problems, draw conclusions and make statements, so as to make a comprehensive evaluation.

In a word, activity performance evaluation can examine students' understanding and application level of knowledge, thinking of analyzing problems, experimental operation skills and oral or written expression ability; Understand the development of students' observation ability, imagination ability, practical ability and innovation ability. Activity performance evaluation can also examine the changes of students' awareness, thinking quality, emotional attitude and cooperation and communication ability.

Teachers should observe, record and analyze students' performance from different types of learning activities many times, and improve the objectivity of evaluation by combining interviews and other forms. Students can also be organized to evaluate the performance of themselves and their peers in learning activities after learning activities, so as to improve their ability of summing up and reflecting.

3. Establish learning files

The establishment of learning files requires students to collect typical information about their participation in learning activities to reflect their learning and development process. Establishing learning files can promote students to understand their own learning and development, and learn to reflect and evaluate themselves; Strengthen the communication and exchange between students and teachers, classmates and parents; Using learning files, teachers can understand and evaluate each student more comprehensively, reflect on their own teaching and study how to improve teaching. Establishing learning files is an important way for students to evaluate themselves. Teachers should pay attention to encouraging and guiding students to establish their own learning files in the teaching process.

Example 9 Data Example of Learning File Collection

-Learn about "Chemicals around us"

Some students have added the following information to their study files when learning the contents of "chemical substances left over":

(1) Information about the composition, properties and changes of substances collected by oneself or companions, including news about the properties, uses and production of chemicals, newspaper clippings, pictures, photographs and local mineral specimens related to chemical research and production trends.

(2) After learning about air, metals, water and solutions, as well as compounds in life, I wrote a short article to my sister-in-law about the properties of these substances and their relationship with social life, and put forward a difficult problem. Configuration (quantity, type, service life, update and maintenance) and existing problems of fire fighting equipment in campus or community.

(3) Self-designed exploration scheme for the properties of oxygen and carbon dioxide gas, and recorded the activity process and results.

(4) Investigation of air pollution in the area where the school is located and suggestions for pollution prevention and control.

(5) Analysis and evaluation of their own learning situation, learning methods and learning strategies, as well as the idea of improving their academic performance. Make statistics on the problems in exercises and tests, analyze the causes of errors and correct the wrong questions.

The establishment of learning files should fully reflect students' autonomy, and should not engage in formalism. Teachers should guide students to accumulate and organize learning files, improve their consciousness and form good habits.

Teachers should always consult students' learning files to understand their learning attitudes and knowledge; The progress and development of students should be affirmed and encouraged in time. We should also pay attention to understanding the difficulties and problems existing in students' study from the study files and give targeted guidance and help. Students should be encouraged to organize their study files regularly and review and reflect on their study. Students can be organized to display and exchange learning files in an appropriate way to help them understand the progress and development of their peers and learn from each other's strengths.

(3) Formulation of evaluation criteria

Academic evaluation criteria must be specific, clear and targeted to ensure the effectiveness and reliability of evaluation.

The grading standards for paper-and-pencil exams generally include: reference answers, grading methods and specific provisions, and necessary explanations.

The evaluation of activity performance involves a wide range and is complex, which is easily influenced by the subjective activities of the observers and reduces the validity and reliability of the evaluation. Therefore, the criteria of activity performance evaluation should be: the dimensions of evaluation content are comprehensive and clear; The provisions of performance levels should be objective and specific, and each item should be accompanied by an appropriate score or specific description, providing examples of different performance levels and providing operational reference for evaluators.

Example 10 performance evaluation criteria for chemical experiment activities

evaluation criterion

grade

1. Can you design a simple experimental scheme according to the given questions?

2. Whether the feasibility of the experimental scheme can be preliminarily demonstrated.

3. Whether to actively participate in experimental operation activities and be good at cooperating with others.

4. Whether the products are weighed in a standardized way and whether the test bench is kept clean and tidy.

5. Whether to pay attention to the chemicals in this section.

6. Whether the experimental phenomena are observed and recorded objectively and accurately.

7. Whether the obtained data can be processed in the form of tables and line graphs.

8. Can you write the chemical experiment report in a standardized way?

9. Can you actively and smoothly communicate your experimental results?

10. Have you ever experienced the fun of experimental inquiry activities?

The evaluation standard of a specific activity should be easy to observe and grasp, and the number of projects should not be too large. Evaluation criteria can be formulated through consultation between teachers and students; Once determined, it should be announced in time, so that students can clearly understand the evaluation content and expected behavior goals before the activity.

(4) Implementation of evaluation work

Teachers are the main undertakers of academic evaluation, but they also need the cooperation of students, peers and parents to ensure a more comprehensive evaluation and a more reliable evaluation result. According to the different evaluation tasks, some evaluation activities are carried out at the same time during the learning process, and some evaluation activities are carried out after the learning.

Teachers can determine students' academic performance, thinking development and emotional attitude through the examination of the whole learning process. Parents are advised to evaluate their children's learning status outside school, such as learning interests, attitudes and habits; Ask peers to evaluate their advantages and disadvantages in learning activities; Students can analyze and summarize their own learning situation as a whole and reflect on their own shortcomings and gaps.

After the paper-and-pencil test, teachers should ask students to analyze the test questions themselves, so as to improve their abilities of self-diagnosis, self-analysis, self-reflection and evaluation. The main points of test analysis include error cause analysis, correct answer, relevant knowledge and experience, etc.

In students' experimental activities, students, classmates and teachers should evaluate each item according to the evaluation criteria, give corresponding scores and make a comprehensive evaluation. Teachers give appropriate comments and point out the problems existing in students' experiments.

Example 1 1 Evaluation of the results of chemical experiment activities

Name class learning content evaluation time

mark

content

score

Independent evaluation

Group evaluation

Teacher evaluation

Preparation of experimental inquiry

Experimental operation skills

Experimental report writing

Reflections on experimental summary

total

Teacher's comments

Comprehensive performance

The evaluation of some learning activities can be carried out among students. Teachers explain the main points of evaluation work and recording requirements to students in advance. The text should be concise and the direction should be clear.

Example 12 peer review

Name: companion name:

Problems to be solved or items to be discussed:

1. My companion's special abilities are as follows:

2. My partner's unique contribution to this project is:

3. My companion seems to have difficulties in the following aspects;

4. In answering and solving problems, my companion gave the following suggestions;

If we cooperate, my partner and I will be more successful.

In short, according to students' learning tasks, we should adopt various evaluation methods to comprehensively investigate and understand the overall situation of students' academic performance and development level. In particular, we should pay equal attention to process evaluation and result evaluation, and attach importance to the diagnostic role of daily evaluation such as homework, classroom questioning and paper evaluation.

(v) Interpretation and feedback of evaluation results

The evaluation results should be fed back to students in a timely manner in an appropriate way, and it is not appropriate to publish students' rankings according to scores.

Teachers should choose different reference points according to the evaluation purpose when interpreting the evaluation results. For daily teaching, testing is not to determine the position of each student in the group, but to diagnose the problems existing in education and teaching and promote the development of each student. Therefore, teachers should refer to the teaching objectives to explain the evaluation results, and strive to implement a reference evaluation that is conducive to students' development.

In order to help students understand their own learning situation, enhance their learning confidence, and clarify the direction of further development and the weak links that need to be overcome, the evaluation results are best presented by combining comments (qualitative reports, analytical descriptions based on realistic records) and grade scores (quantitative reports). For example, "in the experiment of preparing a solution with a certain solute mass fraction, you can actively collect relevant information, draw up an experimental plan and complete the experiment independently, which is commendable, but the use of balance and measuring cylinder is not standardized enough, which will affect the accuracy of the experimental results." I hope to further strengthen the training of operational skills. The comprehensive evaluation grade of your experiment activity is B "and so on.

Pay attention to the incentive function of evaluation. The design of evaluation content should take into account the actual level of most students, and the evaluation feedback should fully affirm the efforts made by each student in learning, enhance their courage to overcome learning difficulties, help students discover their own advantages and potentials, and make students have more lasting and stronger learning motivation.

We should make full use of the diagnostic function of evaluation to improve teaching. The following questions can be considered: (1) Can students continue to carry out the original teaching plan? (2) Can students' existing knowledge base and ability level accept the new course content? (3) What teaching methods can help students solve specific difficulties in learning? (4) Which students need individual help to overcome learning disabilities? In short, whether it is new teaching or review teaching, the teaching content and methods must be determined according to the information provided by diagnosis and evaluation.