The opening report refers to the written explanation of the scientific research topic by the opening person. This is a new applied style. Let's take a look at the opening report of chemical research. Welcome to read the reference.
Opening Report on the Research of "Diversified Evaluation of Senior High School Students' Chemistry Learning"
I. Overview of the content of the topic
The so-called "multi-evaluation" refers to an evaluation system that adopts various evaluation objectives and methods in order to fully understand students' learning process, stimulate students' learning motivation and improve teachers' teaching level. The evaluation of chemistry learning should pay attention to both students' learning results and their learning process; We should pay attention to students' chemistry learning level, and pay more attention to students' emotions and attitudes in chemistry activities. Help students know themselves, build confidence, emphasize the comparison between the past and the present of individual students, and let students truly experience their progress through evaluation.
The so-called "efficient teaching" means giving full play to the function and role of classroom teaching, completing teaching tasks efficiently in a unit time, that is, within 40 minutes of class, realizing the integration of three-dimensional goals of education and teaching, and obtaining the maximum benefit of classroom teaching. We believe that what we usually call "light burden, high quality and effective classroom teaching" is a reflection and reflection of the classroom teaching concept of "efficient teaching". But "efficient teaching" should not only refer to imparting knowledge and improving skills, but also include the requirements of "emotion, attitude and values". Its leading sign should be: classroom teaching should not only have the breadth and depth of course content selection, but also have the density and moderation of course implementation arrangement, and more importantly, the strength and effectiveness of course organization and implementation. In other words, the classroom of "efficient teaching" should be rich in information and thinking, and the cultivation of emotion should really touch the personality and soul.
Second, study the expected and basically solved problems.
Through the research of this topic, the following main problems have been basically solved:
1. Help students know themselves through evaluation and establish self-confidence in chemistry learning;
2. Through practice, the classroom becomes active, students actively participate in learning, and the learning effect is obvious.
3. Study and solve the evaluation system of efficient classroom in corresponding disciplines, and promote the improvement of classroom teaching efficiency with objective, accurate and scientific evaluation methods.
4. Through the research of this topic, I learned to learn, updated my educational concept, guided chemistry teaching with advanced ideas, combined learning with application, paid attention to practical results, and combined with the advantages of the school, constantly tried to reform, which promoted my professional development and accelerated the transformation of teaching methods and students' evaluation methods.
Third, the significance of the study
Classroom teaching evaluation is an activity of constantly discovering value, judging value and improving classroom teaching value; It is an inseparable and important part in the whole teaching process; It plays an important role in promoting the continuous improvement of classroom teaching quality, and it is also of great significance to promote the professional development of teachers. Classroom teaching evaluation has many functions such as guidance, encouragement, prediction, identification, diagnosis, improvement, evaluation and management. Through this study, on the one hand, I understand the current situation of classroom teaching in our school, and analyze the problems and reasons in classroom teaching efficiency. Study and solve the evaluation system of efficient classroom in chemistry discipline, and promote the improvement of classroom teaching efficiency with objective, accurate and scientific evaluation methods.
According to the background of the current curriculum reform and the development plan of our school's education in the next few years, through the research on the efficient development of our school's classroom teaching, combined with advanced educational ideas and theories, we can better promote the professional development of our school's teachers and improve the quality of education and teaching, so as to achieve efficient and high-quality education and teaching.
Fourth, the policy or theoretical basis of the research.
1, the evaluation concept of the new curriculum
Curriculum standards also clearly point out in the basic concept: "The main purpose of evaluation is to fully understand students' chemistry learning process, stimulate students' learning and improve teachers' teaching;" An evaluation system with multiple evaluation objectives and methods should be established. The evaluation of chemistry learning should pay attention to students' learning results and learning process; We should pay attention to students' chemistry learning level, and pay more attention to students' emotions and attitudes in chemistry activities, so as to help students know themselves and build up confidence. "
2. Constructivism education thought.
According to this theory, students' knowledge is not acquired by teachers' simple teaching, but by students using necessary learning materials with the help of others in a certain learning situation. The teaching design principle under the guidance of this theory emphasizes the design of simple and meaningful teaching effect evaluation methods. This theory requires teachers to have constructive teaching ideas in teaching, promote students' learning construction through teaching construction, guide students' learning construction through constructive teaching, and pursue high efficiency of teaching effect in the coupling of constructive teaching and learning.
3. Multiple intelligence theory
According to this theory, seven kinds of intelligence must be valued and equally important in human development, namely, musical intelligence, physical exercise intelligence, chemical logic intelligence, linguistic intelligence, spatial intelligence, interpersonal intelligence, self-knowledge intelligence and so on. In the process of growing up, each individual may only have one kind of intelligence to reach the brilliant realm, but in fact, people with almost any degree of cultural background need to use a combination of multiple intelligences to solve problems in real life and study. Therefore, it is very important to think that everyone is an individual with multiple combinations of abilities, rather than an individual with a single problem-solving ability that can be measured by paper and pencil.
(3) Effective teaching theory. This theory originated from the western science teaching movement in the first half of the 20th century. The core of effective teaching theory is teaching benefit.
① "Effective teaching" pays attention to students' progress or development;
② "Effective teaching" pays attention to teaching efficiency and requires teachers to have the concept of time and efficiency;
(3) "Effective teaching" requires teachers to have reflective consciousness, and requires every teacher to constantly reflect on his daily teaching behavior;
(4) "Effective teaching" is also a set of strategies. Effective teaching requires teachers to master relevant strategic knowledge so that they can make decisions when facing specific situations.
The research process of verb (the abbreviation of verb)
(1) research steps:
1, preliminary work (June 20xx-September 20xx)
Select the research topic, collect a large number of relevant documents, understand the teaching and learning situation through study investigation, and write the research plan of the topic.
2. Specific implementation stage: (June,-—20xx, 10).
Analyze the reasons, formulate countermeasures, put them into practice, and sum up experience. At the same time, carry out discussion and exchange activities of teaching reflection and write relevant papers that can be studied.
3. Results summary stage (June 20xx to March 20xx)
Collect and sort out the process data of the research, analyze, summarize, refine and summarize, and write the research report.
(B) Study on the content and standard of chemistry classroom teaching evaluation
Through the previous research, we believe that we should construct the contents and standards of chemistry classroom teaching evaluation from the following five dimensions:
(1) teaching objectives;
(2) Teaching strategies and methods;
(3) the role of teachers;
(4) the role of students;
(5) Teaching effect.
1, teaching objectives
Teaching goal is the starting point and destination of teaching activities, and it is also the result we want to achieve in advance. It is the basis for evaluating teaching effect. The formulation of teaching objectives must correctly handle the relationship between "standards", teaching materials and students' actual level, and consider them from three aspects: knowledge, ability, emotion and attitude. As a chemistry teacher, we should be good at properly decomposing the overall goal of the teaching unit into the teaching goal of each class. Specific evaluation criteria are as follows:
(1) The teaching objectives are comprehensive, specific and clear, and meet the standard requirements.
(2) According to the teaching materials and students' reality, the teaching requirements are appropriate.
2. Teaching strategies and methods
The same teaching content, taught by different teachers, may achieve completely different results, which reflects the importance of teaching strategies and methods. Due to the age characteristics of senior high school students, chemistry classroom teaching in senior high school must start from students' life experience and existing knowledge, create lively problem situations, and complete the active construction of knowledge with the participation of students' senses such as eye movement observation, hands-on operation, brain thinking and oral communication. Therefore, high school chemistry classroom teaching evaluation should not only pay attention to the classroom teaching results, but also pay attention to the classroom teaching process, not only the teaching behavior of teachers, but also the emotional experience of students in the learning process. Teaching strategies take advantage of the situation, take care of students' differences and provide sufficient learning opportunities and guidance for the development of different students.
3. The role of teachers
Considering the role of teachers and the content of classroom teaching evaluation, we think that the role played by teachers in a class often determines the success or failure of this class. Many experts believe that teachers play a variety of roles in classroom teaching:
(1) Teachers are students' close partners and play the role of collaborators, helping students to obtain and process information;
(2) Teachers play the roles of "chief designer" and "stage director" to prepare students for performing on stage.
(3) Teachers' role as "servers". The so-called server means that teachers provide students with various ways to obtain information and create a good learning environment. Through the analysis of the roles played by teachers around us in the classroom teaching process, we find that teachers, especially some old teachers, do not grasp the role of teachers well, which continues the role of teachers as masters and absolute authorities in the classroom, and students listen to teachers in the classroom. This role of teachers makes them the main body of classroom teaching; It ignores that students are the real subject, and this role of teachers is doomed to the failure of the whole classroom teaching. Therefore, teachers should pay attention to their role orientation in classroom teaching, and correct and reasonable role orientation is the premise of a good class.
4. Student role
The role of students in classroom teaching evaluation refers to the identity and form of students acquiring knowledge in the teaching process. According to some teachers' understanding, they all have a correct understanding of the role of students in the classroom. They all think that students should be responsible for their own learning, that is, students should regard learning as an internal need, rather than passively learning under the action of external forces. They are active knowledge seekers, they have their own choices, needs and abilities to acquire and reconstruct knowledge, and they have self-understanding of knowledge, which is the real subject in classroom teaching. However, in the investigation, we also found a phenomenon that some teachers regard students as "machines" for passively accepting knowledge and "containers" for storing knowledge, and students rarely appear in classroom teaching in their original real roles. Therefore, teachers will play a key role in the success or failure of classroom teaching by not inviting students and ignoring their main role.
5. Teaching effect
Teaching effect mainly refers to the degree to which the teaching objectives are tested through feedback information in the teaching process. The level of a class mainly depends on the teaching effect, that is, "stressing practical results". Specific evaluation criteria are as follows:
(1) achieved the predetermined teaching goal and the teaching effect was good.
(2) Students have active thinking and smooth information exchange; Students will study, study actively and have a good classroom atmosphere.
(3) Students have a wide range of responses and high quality.
(4) The amount of information is moderate, the students' burden is reasonable, and the correct rate of classroom exercises is high.
(5) Enable students to acquire the necessary basic knowledge and skills, at the same time promote the harmonious development of students' emotions, attitudes and values, and cultivate students' practical ability and innovative consciousness.
(B) the construction of chemistry classroom evaluation methods
After doing the previous basic work, this paper mainly analyzes some problems existing in students' learning chemistry, such as: forgetting to bring books in class, not listening carefully, talking while discussing, not paying attention to listening when analyzing, and often forgetting to do many things in homework. On the other hand, teachers have a single purpose in classroom teaching evaluation, lacking situational and normative. According to the above situation, the evaluation system of chemistry students has been preliminarily established, which consciously guides the change of students' learning style and keeps trying in practice.
1, teachers re-understand the purpose of evaluation
Many teachers think that the purpose of evaluation is to divide students into three grades: good, medium and poor, or to select talents. These understandings are formed under the influence of traditional exam-oriented education and do not meet the requirements of the new curriculum. What is the purpose of evaluation under the new curriculum? "Promoting development" is the essence of the evaluation concept put forward in the new round of curriculum reform. The main purpose of teaching evaluation is to obtain the feedback information of teaching activities and test what students have learned. To what extent have you learned? And judge whether the teaching has achieved the predetermined teaching goal? If not, what are the specific reasons? Whether it is possible to adjust and so on. Therefore, evaluation plays the role of diagnosis, feedback and promotion, and is an effective teaching method to promote the development of teachers and students. To fully understand the role of evaluation, teachers must keep pace with the times, constantly learn the new curriculum concept, seriously understand and boldly innovate under the new curriculum concept, so that our teaching can get rid of the restrictions of rules and regulations and master their own classroom teaching like a duck to water.
2. Pay equal attention to results and processes.
In the past, too much emphasis was placed on the evaluation of academic performance, mainly depending on what students learned in class. However, paying attention to the process of students' chemistry learning now is not the result of not learning. On the contrary, higher and broader requirements are put forward for the content involved in the quality of chemistry classroom teaching in senior high schools. It requires students to devote themselves to teaching with positive emotions in class, use certain methods, experience the inquiry process of chemical knowledge, better master knowledge and form skills. Therefore, the result and process are complementary, they are not a pair of contradictions, but a complementary unity. Without students' active emotional input and effective participation in the learning process, only paying attention to the results will only increase students' learning burden and re-take the road of sea tactics; However, the class seems to be very lively, but the students get nothing after class, which shows that the students have not really devoted themselves to chemistry learning. In the long run, without profound knowledge, the realization of three-dimensional goals can only become empty talk. Therefore, we emphasize that the process of knowledge formation should be put in the first place in teaching, so that students can experience the real cognitive process, gain vital and useful knowledge and gain positive emotional experience.
Don't forget to appreciate every "subject" in the evaluation.
Diversified evaluation should always put students in the position of "person" and "subject", respect students' personality and give full play to students' subjective role in self-evaluation and evaluation of others. We know that people's deep needs all have the desire to be appreciated by others. Therefore, evaluation should focus on motivation and emotional effect. For example, when a student's idea is reasonable, but it is not clearly expressed, the teacher can say, "Your idea is reasonable, and the teacher has understood your meaning. If you speak more clearly, then everyone can understand you. Give it a try. " If the students' ideas are completely wrong, they should also say in a euphemistic tone, "I can see that you are actively thinking, but this conclusion is wrong." Never mind, think again. " If some students' ideas are beyond the teacher's expectation, but reasonable, the teacher can say with joy, "Good! There is innovation, and the teacher also draws on your ideas. " Of course, the language of motivation should also be just right. Don't exaggerate and give people a false feeling. At the same time, we should pay attention to avoid monotony and always repeat some idioms mechanically, such as "You are great!" "ok!" "Very good!" In classroom teaching, only teachers and students can communicate with each other to achieve the best teaching effect, and classroom questioning, answering and evaluation are the best opportunities for mutual communication. Teachers' classroom evaluation of students should be diversified, targeted and encouraging.
It can be seen that in teaching, teachers should not only give students an encouraging evaluation, express their full trust in students, but also create conditions for students to gain the joy of success. Therefore, teachers have original opinions and scientific answers to students, and even some students have different views on teachers or textbooks. We should dare to put down our airs, respect students' opinions and give them high praise, so that students can gain self-confidence and feel the existence of self-worth in the appreciation evaluation of teachers. From this, we can easily see that students need to be praised and encouraged in the process of learning and growing up. As teachers and parents, in the evaluation process, we emphasize the concepts of "thinking from students' standpoint" and "tolerating students' mistakes and encouraging students' success", which can enable students to experience the joy of success in a diversified and multi-angle way and establish confidence in their study and life.
4. Evaluation does not forget home-school communication.
In teaching, parents can know their children better, children can love their parents more, and teachers can evaluate students' performance more fairly and objectively through questionnaire survey, parents' coming into class, theme parent-teacher conferences and other activities.
Parents often make their own value judgments on students, schools and the whole education, and directly make routine evaluations on their children. Let parents record their children's chemistry learning at home, so as to extend chemistry teaching to family and extracurricular activities, build a bridge between parents and teachers, let the other side know their children's learning performance on the other side, and let us find out the existing problems in time and give them help and encouragement in time. On the basis of "individual self-assessment", parents' evaluation can be inserted in the process of "group mutual evaluation" and "teacher guidance evaluation", or after that. After the evaluation, parents can write brief comments or comments or suggestions. "Parents' evaluation" is mainly to evaluate students' performance at home, enhance their sense of responsibility in learning chemistry, experience a little sense of success, gradually develop the habit of autonomous learning and cultivate their ability to learn chemistry.
5. Students evaluate students
⑴ Stimulate students' interest in learning evaluation.
At the beginning of the experiment, we try our best to attract students' attention through physical demonstration, animation demonstration and classroom games. Using these intuitive and visual means, we can create situations, stimulate students' interest in evaluation, and mobilize students' enthusiasm for evaluation. When students first try to evaluate, teachers are required to use inspiring language, encourage students to speak their thoughts boldly and praise students who speak fluently and loudly, thus building their confidence in evaluation. After students have basically mastered the evaluation methods, we often use various activities such as group competition, group cooperation and large group communication to expand students' active learning space, release students' spiritual vitality, activate students' thinking, and make them actively speak and communicate in relaxed and happy learning exchanges.
⑵ Teach students the methods of evaluation.
In order to let students participate in the evaluation, teachers must play the role of "instructors", help students master the direction of evaluation and guide them in the methods and essentials of evaluation. We mainly use three methods to teach students the method of evaluation:
① Establish the routine of evaluation.
Evaluation is a brand-new thing for students, and establishing a complete set of classroom evaluation routines is conducive to helping students master the steps of participating in evaluation smoothly. Classroom evaluation routines include "listening", "thinking", "evaluating" and "listening". "Listening" means listening to the other person's speech clearly, which is the premise of making a good evaluation. "Thinking" is the language of thinking and organizing evaluation according to other people's speeches. "Evaluation" means to evaluate according to certain evaluation criteria. The last "listening" is to listen to others' feedback with an open mind. When the evaluation routine is established in the classroom, the content of students' evaluation will be more specific and targeted.
② Master the basic forms and methods of evaluation.
There are many forms of evaluation. From the organizational form of classroom teaching, there are six evaluation forms: self-evaluation, deskmate evaluation, group evaluation, peer evaluation, class evaluation and teacher-student evaluation. If divided from the methods of classroom teaching, evaluation can be divided into the following seven items: multiple evaluation, that is, let students adopt different methods to solve problems from different angles. Comparative evaluation, that is, when there are two different opinions on the answer to the question, let the students compare. Supplementary evaluation, that is, after listening to other people's speeches, add your own opinions while agreeing. Suggestive evaluation is to provide reference for solving some problems, or to propose solutions for deficiencies. Controversial evaluation, that is, raising objections to the answers to questions and arguing for them. Appreciative evaluation means agreeing with others' views and explaining your reasons for agreeing. Creative evaluation is to express one's own unique views.
6. Evaluation varies from person to person.
Any student's physical development or personality development is different because of congenital or acquired factors. Therefore, in teaching evaluation, teachers should proceed from reality and treat them differently. It varies from person to person, and teachers should make expected evaluations according to the situation. Timely and reasonable evaluation of students' works in class, timely guidance for those students who have difficulties in making, and corresponding longitudinal evaluation.
Sixth, the results of the study.
1, evaluation promotes students' development:
Analyze from the students. The implementation of the new evaluation scheme not only makes students become the masters of evaluation, but also truly records the performance and achievements of students in the whole chemistry learning process, and students get more praise and encouragement. Students can express their opinions boldly, the spirit of innovation has been well cultivated, their personality has been publicized, and their ability of autonomy, cooperation and extracurricular inquiry has developed rapidly. As a result of creating a vibrant classroom teaching atmosphere, students are full of interest and enthusiasm for participation, which solves the problems of learning attitude and learning habits. Students' learning style has changed from passive acceptance to independent cooperative inquiry, which is reflected in their ability to actively collect, process and publish information, know how to sum up knowledge and evaluate themselves, actively participate in cooperative exchanges, and dare to perform and show themselves on the stage.
2. Promote the professional growth of teachers;
(1) has improved teachers' educational concept.
The self-criticism of innovative personality also makes teachers understand that all students should be the main body, starting with subject learning, and through the main channels of education and teaching and scientific and technological innovation activities, students' personality can be fully developed, all aspects of literacy can be comprehensively cultivated, and innovative spirit and ability can be scientifically cultivated. Some teachers concluded that "life is rich in evaluation activities, the classroom is vivid in evaluation activities, students develop in evaluation activities, teachers grow in evaluation activities, and courses return in evaluation activities."
(2) Strengthen teachers' awareness of professional development.
Teachers are professionals with professional knowledge, professional ability, professional training, professional organization, professional ethics, professional autonomy, professional service and professional growth. Teachers are the main body of sustainable development-physically mature, but mentally there is still unlimited room for development. The development and innovation of education must keep pace with the growth and development of teachers. Teachers are both learners and researchers-the professional development of teachers is the result of "self-guidance". A teacher is always a person who keeps learning. Teachers have the ability to think, study and improve their own educational behavior. Studying and improving the practical problems of this major is the most direct and effective way for teachers to train themselves.
Seven, research experience and thinking.
1, the concept needs to be updated. More or less, there are still outdated concepts of evaluation and examination among teachers, and doubts about the reform process of evaluation and examination system.
2, the method needs to be mastered. Teachers don't know much about the new evaluation system, and the new requirements of curriculum reform are not fully reflected in the evaluation operation.
3. The influence needs to be expanded. Parents and society know little about curriculum reform, evaluation standards, contents and methods of new curriculum, and lack understanding. Therefore, we need to publicize and expand our influence more to gain the understanding and support of parents and society for curriculum reform.
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