An Applied Research On Formative Evaluation In Junior High School Ethics And Rule Of Law Courses

The outline of the national medium and long term education reform and development plan(2010-2020)points out: "the core of quality education is to solve the major problems of who to train and how to train.The key point is to face all students,promote their all-round development,and strive to improve students’ sense of social responsibility,innovative spirit and ability to solve problems in serving the country and the people." The idea of formative evaluation coincides with quality education,emphasizing students’ learning ability and promoting students’ all-round development.With the advancement of the new curriculum reform,formative assessment has gradually attracted the attention of academic circles and become an important evaluation method in modern education.Formative assessment implements the student-centered teaching concept,combines the learning process with the learning results,and focuses on the attitude,ability and quality of students in the learning process.The application of formative assessment in classroom teaching not only helps to build a harmonious classroom atmosphere,but also helps to enhance the communication between teachers and students,and establish a new teacher-student relationship of respecting teachers and loving students,democracy and equality,mutual benefit between teaching and learning,and psychological compatibility.At the same time,formative assessment plays a different role in the practical application of different disciplines.For teachers,the implementation of formative assessment in junior middle school moral and rule of law course helps teachers improve their teaching ability and teaching level,and help teachers better play the role of learning instructors and promoters;for students,it helps students fully understand their own learning situation,and enhance their learning consciousness and initiative.This paper mainly uses questionnaire survey,case analysis,observation and other research methods,combined with previous research experience and educational practice to investigate and analyze the application of formative assessment in junior middle school moral and rule of law course,which mainly includes four parts.The first part is an overview of the research.The main contents include defining the concept layer by layer,introducing the characteristics,principles,theoretical basis of formative assessment and the significance of its application in junior middle school.The second part is the problem and reason analysis of formative evaluation application in junior middle school moral and rule of law course.Starting from the reality,this paper gives out a questionnaire about the application of formative assessment in moral and rule of law course to the teachers and students of H Middle School in S Province.Through the integrated analysis of the questionnaire results,this paper mainly puts forward the problems and reasons of the application of formative assessment in moral and rule of law course from the aspects of evaluation subject,evaluation method,evaluation content and evaluation feedback.The third part is the application of formative assessment in junior middle school moral and rule of law course.This part is based on the existing problems in the application of formative assessment in the course of morality and rule of law.The fourth part is to carry out specific teaching practice on the application of formative assessment in junior middle school moral and rule of law course,taking the second item of Lesson 8 in the seventh grade volume II of moral and rule of law textbook as an example.It shows how to apply formative assessment in moral and rule of law course through examples.Through the research,in order to better play the role of formative evaluation in junior middle school moral and rule of law class,first of all,teachers should improve the quality of formative evaluation and have scientific theoretical knowledge;secondly,students are the main body,advocating students’ self-evaluation and students’ mutual evaluation;finally,teachers should make full use of evaluation feedback information to guide teaching and learning.