Research On The Teaching Evaluation Design Of High School Ideological And Political Courses Pointing To The Cultivation Of Core Quality

With the in-depth development of the new round of curriculum and teaching reforms,the implementation of core literacy training goals has attracted more and more attention from the majority of front-line middle school political teachers and teaching researchers.Therefore,the research on the teaching design of ideological and political courses based on the cultivation of core literacy develops in depth.As an important part of teaching design reform and research,teaching evaluation design plays an irreplaceable role in improving teaching quality and cultivating students’ core literacy.Therefore,how to do a good job in the evaluation and design of high school ideological and political courses directed to the cultivation of core literacy has become an important subject facing the current ideological and political course teaching reform.This article is based on the relevant spirit and requirements of the teaching evaluation reform in the "General High School Ideological and Political Curriculum Standards(2017 Edition 2020Revision)",using research methods such as literature research,investigation research and case analysis,and is directed at the cultivation of core literacy of the subject.The current high school ideological and political course teaching evaluation design issues have been studied in depth.The full text includes the following three parts:The first part is the theoretical explanation of the high school ideological and political teaching evaluation design that points to the cultivation of core literacy.High school ideological and political course teaching evaluation design is based on rich theoretical connotations,based on multiple intelligence theory,constructivist learning theory,effective teaching theory and teaching design theory,and follows the basic requirements of high school ideological and political teaching evaluation design,ideological and political disciplines Core literacy training curriculum requirements and other design requirements,in order to achieve the goal of improving literacy orientation.The second part is the analysis of the status quo of the design of the teaching evaluation of the ideological and political courses in high schools that point to the cultivation of core qualities.As an important part of teaching design,teaching evaluation design is scientific and systematized.It is of great significance to realize teaching goals and play the education-oriented function of teaching evaluation.However,due to the lack of teaching evaluation design literacy of some ideological and political teachers,such as insufficient awareness of the integration of evaluation objectives to a certain extent,one-sided understanding of evaluation content design,not designing evaluation standards based on core literacy,and not based on core literacy system The optimization of evaluation methods has led to many problems in the current high school ideological and political teaching evaluation design,such as the heavy three-dimensional traces in the evaluation target design,the insufficient literacy orientation of the evaluation content design,the simple and rigid evaluation standard design,and the design of the evaluation method.The characteristics of flexibility are not obvious,etc.The third part is to explore the strategy of improving the literacy-oriented design of the teaching evaluation of ideological and political courses in senior high schools.The first is to control the three-dimensional evaluation goals with the core literacy of the subject,and to formulate the evaluation goals according to the academic quality standards to improve the literacy orientation of the teaching evaluation target design;the second is to guide the design of the evaluation content and enhance the comprehensiveness of the evaluation content design.Improve the literacy orientation of teaching evaluation content design;third,highlight the characteristics of subject evaluation standards based on teaching types,and guide the evaluation index system with academic quality standards,and improve the literacy orientation of teaching evaluation standard design;fourth,improve the literacy orientation of summative evaluation,Highlight the process evaluation based on performance evaluation,and enhance the literacy orientation of teaching evaluation method design.