On Evaluation Of History And Society Course In Junior High School

As the research on scholastic evaluation has recently become a hot spot in the educational reform, more and more attention are paid on the role of scholastic evaluation in the educational development by the educational researchers and the current teachers. Though the scholars and the high-school history teachers have gained certain achievements, it is far from enough. This thesis is based on the former educational theories and the new concepts of modern educational evaluation, and aimed at the existing problems in the current scholastic evaluation of history and society course. Through the researches on the scholastic evaluation on the high-school history and society course in Suzhou, this author is aimed to provide certain guidance for evaluation on the students'scholastic achievements for the high-school history teachers.This thesis can be divided in to 4 parts as follows:Part 1: This part is theoretically supported by such theories as Theory of Multiple-Intelligence, Theory of Constructivism and Theory of Post-Modernism. As a kind of value judgment on the students'scholastic achievements, the evaluation is aimed to promote the students'studies. The function of evaluation is not just to discriminate, but to develop.Part 2: The curriculum standards of history and society course have ensured that the history and society education is aimed not just to impart the book knowledge of history and society, but to develop the overall qualities of the students.Part 3: This part treats of the feasible teaching schemes of the scholastic evaluation on history and society course in the Suzhou's high schools, and analyses Suzhou's active trials in high-school entrance examination system of history and society course and its current problems.Part 4: This part summarizes the future directions of scholastic evaluation on history and society course and the general principles to be observed.