The Method Research Of Senior High School History Teaching Evaluation

High school history teaching evaluation is the main part of foundation teaching history one. Since 1980s, the basic education teaching evaluation in our country becomes gradually perfect under the continuous efforts and exploration of experts, scholars and practical workers in this filed. With the development of the new basic education curriculum reform, the evaluation mode of change is one of the core content of this reform, and the biggest difference lies in the new round of curriculum reform evaluation reform pay more attention to the all-round development of students. Nowadays there are many worthy places for reference for the current high school history teaching, but it also increasingly exposes its deficiencies single evaluation function, a single evaluation criterion, the single evaluation method, which will lead to one-sided development of students.In this paper, based on the all-round development of students and on the basis of current high school history teaching evaluation system, it takes the goal orientation of promoting the all-round development of students and improving their history learning enthusiasm. Besides, this article takes deeply insight into the requirements of the new round curriculum reform, analyzes the new characteristics under the new situation that high school history teaching evaluation presents, and put forward the evaluation methods of classroom observations and questions, historic investigation, file cover to assess students’ self-evaluation and mutual evaluation and parents evaluation. It pay attention to process evaluation in the evaluation, pay close attention to individual differences, promote the all-round development of students, improve the teaching of history, construct high school history teaching evaluation that adapts to the new curriculum reform, and hope to have a certain help on high school history education teaching practice.