Implementation and Assessment of Middle School Chemistry Experimental Research Course

Guang-Chao Li; Qing-Hua Meng; Ling-Ling Zhao; Xiao-Qin Liu; Qiu-Yan Li; Wei Tan

doi:doi:10.11648/j.edu.20211005.12

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Implementation and Assessment of Middle School Chemistry Experimental Research Course

Guang-Chao Li, Qing-Hua Meng, Ling-Ling Zhao, Xiao-Qin Liu, Qiu-Yan Li, Wei Tan

Published in Education Journal (Volume 10, Issue 5)

Received: 9 September 2021 Accepted: 4 October 2021 Published: 12 October 2021

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Abstract

The three teaching objectives of "Middle School Chemistry Experimental Research" course and the background to determine the teaching objectives are introduced. The four teaching links of the teaching implementation process, namely collective lesson preparation, group guidance, grading and summary are also introduced. In the course implementation, the concept of "student-centeredness" and "learning-centeredness" are implemented to improve students' learning ability. During the course implementation, a "learning community" based on group cooperation is constructed to cultivate students' sense of teamwork. Formative assessment and summative assessment are used to assess learning outcome, 147 students' total score, individual score distribution and course goal achievement degree were calculated and analyzed with Excel. The results show that the degree of achievement of curriculum objectives 1, 2, and 3 are 0.84, 0.85, and 0.84, respectively, and the score distribution of 147 students basically conforms to the normal distribution. In addition, the standard deviations of the three items of teaching aids production, digitized experiment and experimental improvement of 147 students were 1.34, 1.35 and 1.04, respectively. The implementation of the course has achieved good results, and the implementation method of the course and the assessment method of the learning outcome have certain reference significance to the implementation and assessment of other similar courses.

Published in	Education Journal (Volume 10, Issue 5)
DOI	10.11648/j.edu.20211005.12
Page(s)	175-181
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Course Implementation, Learning Outcome Assessment, Achievement Degree

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APA Style

Guang-Chao Li, Qing-Hua Meng, Ling-Ling Zhao, Xiao-Qin Liu, Qiu-Yan Li, et al. (2021). Implementation and Assessment of Middle School Chemistry Experimental Research Course. Education Journal, 10(5), 175-181. https://doi.org/10.11648/j.edu.20211005.12

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ACS Style

Guang-Chao Li; Qing-Hua Meng; Ling-Ling Zhao; Xiao-Qin Liu; Qiu-Yan Li, et al. Implementation and Assessment of Middle School Chemistry Experimental Research Course. Educ. J. 2021, 10(5), 175-181. doi: 10.11648/j.edu.20211005.12

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AMA Style

Guang-Chao Li, Qing-Hua Meng, Ling-Ling Zhao, Xiao-Qin Liu, Qiu-Yan Li, et al. Implementation and Assessment of Middle School Chemistry Experimental Research Course. Educ J. 2021;10(5):175-181. doi: 10.11648/j.edu.20211005.12

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@article{10.11648/j.edu.20211005.12,
  author = {Guang-Chao Li and Qing-Hua Meng and Ling-Ling Zhao and Xiao-Qin Liu and Qiu-Yan Li and Wei Tan},
  title = {Implementation and Assessment of Middle School Chemistry Experimental Research Course},
  journal = {Education Journal},
  volume = {10},
  number = {5},
  pages = {175-181},
  doi = {10.11648/j.edu.20211005.12},
  url = {https://doi.org/10.11648/j.edu.20211005.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20211005.12},
  abstract = {The three teaching objectives of "Middle School Chemistry Experimental Research" course and the background to determine the teaching objectives are introduced. The four teaching links of the teaching implementation process, namely collective lesson preparation, group guidance, grading and summary are also introduced. In the course implementation, the concept of "student-centeredness" and "learning-centeredness" are implemented to improve students' learning ability. During the course implementation, a "learning community" based on group cooperation is constructed to cultivate students' sense of teamwork. Formative assessment and summative assessment are used to assess learning outcome, 147 students' total score, individual score distribution and course goal achievement degree were calculated and analyzed with Excel. The results show that the degree of achievement of curriculum objectives 1, 2, and 3 are 0.84, 0.85, and 0.84, respectively, and the score distribution of 147 students basically conforms to the normal distribution. In addition, the standard deviations of the three items of teaching aids production, digitized experiment and experimental improvement of 147 students were 1.34, 1.35 and 1.04, respectively. The implementation of the course has achieved good results, and the implementation method of the course and the assessment method of the learning outcome have certain reference significance to the implementation and assessment of other similar courses.},
 year = {2021}
}

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TY  - JOUR
T1  - Implementation and Assessment of Middle School Chemistry Experimental Research Course
AU  - Guang-Chao Li
AU  - Qing-Hua Meng
AU  - Ling-Ling Zhao
AU  - Xiao-Qin Liu
AU  - Qiu-Yan Li
AU  - Wei Tan
Y1  - 2021/10/12
PY  - 2021
N1  - https://doi.org/10.11648/j.edu.20211005.12
DO  - 10.11648/j.edu.20211005.12
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 175
EP  - 181
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20211005.12
AB  - The three teaching objectives of "Middle School Chemistry Experimental Research" course and the background to determine the teaching objectives are introduced. The four teaching links of the teaching implementation process, namely collective lesson preparation, group guidance, grading and summary are also introduced. In the course implementation, the concept of "student-centeredness" and "learning-centeredness" are implemented to improve students' learning ability. During the course implementation, a "learning community" based on group cooperation is constructed to cultivate students' sense of teamwork. Formative assessment and summative assessment are used to assess learning outcome, 147 students' total score, individual score distribution and course goal achievement degree were calculated and analyzed with Excel. The results show that the degree of achievement of curriculum objectives 1, 2, and 3 are 0.84, 0.85, and 0.84, respectively, and the score distribution of 147 students basically conforms to the normal distribution. In addition, the standard deviations of the three items of teaching aids production, digitized experiment and experimental improvement of 147 students were 1.34, 1.35 and 1.04, respectively. The implementation of the course has achieved good results, and the implementation method of the course and the assessment method of the learning outcome have certain reference significance to the implementation and assessment of other similar courses.
VL  - 10
IS  - 5
ER  -

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Author Information

Guang-Chao Li

School of Chemistry and Materials Science, Jiangsu Normal University, Xuzhou, P. R. China
Qing-Hua Meng

School of Chemistry and Materials Science, Jiangsu Normal University, Xuzhou, P. R. China
Ling-Ling Zhao

School of Chemistry and Materials Science, Jiangsu Normal University, Xuzhou, P. R. China
Xiao-Qin Liu

School of Chemistry and Materials Science, Jiangsu Normal University, Xuzhou, P. R. China
Qiu-Yan Li

School of Chemistry and Materials Science, Jiangsu Normal University, Xuzhou, P. R. China
Wei Tan

School of Chemistry and Materials Science, Jiangsu Normal University, Xuzhou, P. R. China

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APA Style

Guang-Chao Li, Qing-Hua Meng, Ling-Ling Zhao, Xiao-Qin Liu, Qiu-Yan Li, et al. (2021). Implementation and Assessment of Middle School Chemistry Experimental Research Course. Education Journal, 10(5), 175-181. https://doi.org/10.11648/j.edu.20211005.12

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ACS Style

Guang-Chao Li; Qing-Hua Meng; Ling-Ling Zhao; Xiao-Qin Liu; Qiu-Yan Li, et al. Implementation and Assessment of Middle School Chemistry Experimental Research Course. Educ. J. 2021, 10(5), 175-181. doi: 10.11648/j.edu.20211005.12

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AMA Style

Guang-Chao Li, Qing-Hua Meng, Ling-Ling Zhao, Xiao-Qin Liu, Qiu-Yan Li, et al. Implementation and Assessment of Middle School Chemistry Experimental Research Course. Educ J. 2021;10(5):175-181. doi: 10.11648/j.edu.20211005.12

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@article{10.11648/j.edu.20211005.12,
  author = {Guang-Chao Li and Qing-Hua Meng and Ling-Ling Zhao and Xiao-Qin Liu and Qiu-Yan Li and Wei Tan},
  title = {Implementation and Assessment of Middle School Chemistry Experimental Research Course},
  journal = {Education Journal},
  volume = {10},
  number = {5},
  pages = {175-181},
  doi = {10.11648/j.edu.20211005.12},
  url = {https://doi.org/10.11648/j.edu.20211005.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20211005.12},
  abstract = {The three teaching objectives of "Middle School Chemistry Experimental Research" course and the background to determine the teaching objectives are introduced. The four teaching links of the teaching implementation process, namely collective lesson preparation, group guidance, grading and summary are also introduced. In the course implementation, the concept of "student-centeredness" and "learning-centeredness" are implemented to improve students' learning ability. During the course implementation, a "learning community" based on group cooperation is constructed to cultivate students' sense of teamwork. Formative assessment and summative assessment are used to assess learning outcome, 147 students' total score, individual score distribution and course goal achievement degree were calculated and analyzed with Excel. The results show that the degree of achievement of curriculum objectives 1, 2, and 3 are 0.84, 0.85, and 0.84, respectively, and the score distribution of 147 students basically conforms to the normal distribution. In addition, the standard deviations of the three items of teaching aids production, digitized experiment and experimental improvement of 147 students were 1.34, 1.35 and 1.04, respectively. The implementation of the course has achieved good results, and the implementation method of the course and the assessment method of the learning outcome have certain reference significance to the implementation and assessment of other similar courses.},
 year = {2021}
}

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TY  - JOUR
T1  - Implementation and Assessment of Middle School Chemistry Experimental Research Course
AU  - Guang-Chao Li
AU  - Qing-Hua Meng
AU  - Ling-Ling Zhao
AU  - Xiao-Qin Liu
AU  - Qiu-Yan Li
AU  - Wei Tan
Y1  - 2021/10/12
PY  - 2021
N1  - https://doi.org/10.11648/j.edu.20211005.12
DO  - 10.11648/j.edu.20211005.12
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 175
EP  - 181
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20211005.12
AB  - The three teaching objectives of "Middle School Chemistry Experimental Research" course and the background to determine the teaching objectives are introduced. The four teaching links of the teaching implementation process, namely collective lesson preparation, group guidance, grading and summary are also introduced. In the course implementation, the concept of "student-centeredness" and "learning-centeredness" are implemented to improve students' learning ability. During the course implementation, a "learning community" based on group cooperation is constructed to cultivate students' sense of teamwork. Formative assessment and summative assessment are used to assess learning outcome, 147 students' total score, individual score distribution and course goal achievement degree were calculated and analyzed with Excel. The results show that the degree of achievement of curriculum objectives 1, 2, and 3 are 0.84, 0.85, and 0.84, respectively, and the score distribution of 147 students basically conforms to the normal distribution. In addition, the standard deviations of the three items of teaching aids production, digitized experiment and experimental improvement of 147 students were 1.34, 1.35 and 1.04, respectively. The implementation of the course has achieved good results, and the implementation method of the course and the assessment method of the learning outcome have certain reference significance to the implementation and assessment of other similar courses.
VL  - 10
IS  - 5
ER  -

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