Research On The Evaluation Of Ideological And Political Classroom Teaching Based On The Core Literacy Of The Subject

With the official promulgation of the "Ethnic High School Ideological and Political Curriculum Standards(2017 Edition)",the reform of ideological and political education based on the discipline core literacy has become the most popular topic in the current subject field.As an important part of the teaching activities,classroom teaching evaluation,having many functions such as evaluation,orientation,diagnosis and selection,is an important method to evaluate how the subject and object find problem,solve the problem and finally make the teaching activities achieve the expected goals in the teaching process.However,in the actual teaching activities,due to the influence of the baton of the college entrance examination,the evaluation of ideological and political classroom teaching is often neglected by teachers and students and the related researches are few,and thus forming a final exam evaluation based on academic achievement,which obviously can not meet the needs of the development of education and teaching with the main purpose of cultivating students' discipline core literacy.The 19 th National Congress of the Communist Party of China clearly stated: "Implement the fundamental task of enhancing morality and fostering talents and develop quality education." Therefore,we must give full play to the important role of classroom teaching evaluation as a teaching monitoring mechanism.By analyzing the current problems in the evaluation of high school ideological and political classroom teaching,we should take the new curriculum standards as the main basis,insist on cultivating the discipline core literacy of students as the fundamental direction,change the concept and method of traditional teaching evaluation and establish an evaluation system of ideological and political classroom teaching based on "being the present,facing the future,moral education as the first,and ability as the priority".This paper is mainly composed of five parts: The first part is the introduction,which mainly analyzes the research background,research purpose and significance ofthis paper.On the basis of summarizing the research status at home and abroad,it describes the overall thinkings and methods of the research.The second part is the theoretical research of teaching evaluation based on discipline core literacy.This part mainly defines the connotation of core literacy and ideological and political classroom teaching evaluation and summarizes the related functions and principles of classroom teaching evaluation.The third part discovers and puts forward the problems existing in the current high school ideological and political classroom teaching evaluation by issuing questionnaires,conversations to students and referring to the latest achievements of classroom teaching evaluation research in the process of teaching internship.This part mainly starts from five aspects of classroom teaching evaluation:content,subject,method,standard and language,and discusses and analyzes the main reasons for its problems.The fourth part is also the core part of this thesis.On the basis of analyzing the existing problems and causes,combining the cultivation of the new ideological and political curriculum standards(2017 edition)and the core literacy of ideological and political disciplines in ordinary high schools,this part puts forward specific recommendations on optimizing the evaluation of ideological and political classroom teaching from the theoretical and practical levels.The recommendations include adhering to the integration of teaching,learning and evaluating,focusing on the procedural and developmental teaching evaluation,reflecting the diversification of teaching evaluation methods and the evaluation subjects,and realizing the fundamental transformation of the evaluation concept of ideological and political classroom teaching.The fifth part is the conclusion,which makes a brief summary of the full text,expounding the inadequacies of the research and the prospect of the research on the evaluation of ideological and political classroom teaching.