探究學(xué)習(xí)中實施活動表現(xiàn)評價的研究.pdf

1、Explorative study refers to a kind of study method and study process in teaching, in which we create an analogous academic (or scientific)research situation, and decide on a research task in a certain subject or in actua

2、l life. Students can acquire development in knowledge and skills,emotions and attitudes, and especially in explorative spirits and innovation abilities through such explorative activities as independently discovering que

3、stions, experimentation, manipulation investigation, gathering and disposing information and expression and communication. Compared with receptive study, explorative study is more characteristic of questions,practicality

4、 participation and openness, and is contributive to the overall development of students; comprehensive abilities, and therefore draws more attention from the educational field in our country. With the rapid developme

5、nt of theoretical research on educational evaluation in China in the middle and late 1980s, there appeared a series of new evaluation methods, among which is performance assessment.Performance assessment is an all---scal

6、e evaluation method to evaluate students' participation awareness, cooperative spirits, experimental skills,explorative abilities and application standards shown in the course of finishing a series of tasks (e.g. experim

7、entation, debating, investigation and designing ) by observing, recording and analyzing students' performance in all study activities. Quantities of practice have proven that implementing performance assessment in explo

8、rative study can effectively meet the evaluation requirement of emphatically testing students' actual activity performance in explorative study, contribute to teachers' knowing students:experience and feelings got in par

9、ticipating in explorative activities, and help students to know themselves better and pursuit better development.Thereby, I believe that carrying out activity performance evaluation in explorative study is of great pract

10、ical value. Starting with researching into the theoretical basis of implementing performance assessment in explorative study, this thesis states the significances and functions of implementing performance assessment

11、in explorative study and designs the following concrete processes of performance assessment in chemistry explorative study activities: 1.making clear assessment purposes; 2.selecting the tasks of assessment study; 3.dete

12、rmining assessment contents; 4.making assessment criterions;5.designing assessment tools and carrying out teaching practice. In order to test the effects of implementing performance assessment in chemistry explorative

13、study, I chose one class for experiment using the new senior chemistry textbooks. I adopted traditional teaching methods in the first term and carried out performance assessment in explorative study in the second term. T

14、hen, I made assessments on the teaching effects through observation and questionnaires. By comparing the study performances of the two terms, I have found that the students show changes in three aspects: The first i

15、s that their interest in chemistry is increasing; the second is that the class atmosphere becomes more active, with more exchange activities and stronger desires for exploration from the students; the third is that stude

16、nts become better at reflecting on and evaluating the study processes of themselves or their partners after class. The results of the experiment have proven that carrying out performance assessment in chemistry explorati

17、ve study can effectively arouse the study interest of students, cultivate students' comprehensive abilities of analyzing and solving problems, of cooperative spirits and of exploration and therefore promote the developme