A Discussion On The Student's Academic Evaluation Based On The Core Literacy Of The History Discipline

The development of “core literacy” has become a major trend in history course reform at home and abroad,triggering a series of innovative teaching practices in the education sector.In the Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Educating People with Virtue,issued by the Ministry of Education of China,“core literacy” is designed to play a fundamental role in implementing the goal of educating people for virtue and deepening education reform.The cultivation of “core literacy” is given priority in the new round of history course reform.In this context,the academic evaluation mechanism designed for students is bound to change,and a more scientific,efficient and reasonable academic evaluation system for high school history discipline should be established under the guidance of “core literacy”.Under the long-term influence of examination-oriented education,no matter parents,schools or the society take “score” as the sole criterion of academic evaluation system.There is still a long way to go to correct the unreasonable situation existed in the current academic evaluation system and to establish an evaluation system oriented to cultivate students’ core literacy.Aiming to cultivate the core literacy,this thesis attempts to establish a system with students at its core to evaluate the learning outcomes so as to implement the requirements made by basic education curriculum and promote the development of core literacy.In the first place,the thesis clarifies the concepts and theoretical foundations of academic assessment and subject core literacy based on the status of domestic and international research,and illustrates the feasibility of student academic assessment based on core literacy by describing the relationship between academic assessment and subject core literacy.And then,a survey of 1000 students in four high schools in Panjin and Weihai and interviews with three teachers were conducted to further analyze the current situation and problems of the academic assessment system for high school history discipline.Finally,corresponding measures,such as the introduction of multiple evaluation ideas or the combination of process evaluation and result evaluation,portfolio evaluation method and other specific and feasible evaluation methods are proposed to address the current problems.