Abstract The immediate evaluation of classroom teaching is one of the critical factors affecting the effect of chemistry teaching. By drawing on some observation dimensions and elements of the LICC classroom observation paradigm, this paper constructs an immediate evaluation and analysis system for high school chemistry classrooms. According to the framework, the paper further encodes, counts and analyses the classroom teaching immediate evaluations of 10 high-quality chemistry lectures in the on-site display of excellent chemistry teaching cases in junior high schools in Jiangxi Province in 2021. According to the research, based on the merits and defects of those ten lectures, the paper puts forward some suggestions for instant evaluation for classroom teaching. To be specific, immediate evaluation should be students-oriented and be conducted holistically; teachers are expected to seize the best timing of assessment and improve their evaluation ability; it’s better to have a clear and specific objective while evaluating students, which means differentiating students and applying different ways of evaluation to them.
GE Qi, JIANG Jian-Wen. Quantitative Research on Immediate Evaluation of Chemistry Classroom Teaching[J]. Chinese Journal of Chemical Education, 2023, 44(17): 15-22.
