Research On The Design And Application Of Evaluation Tasks In Junior High School History Classroo

In the Outline of Basic Education Curriculum Reform(for Trial Implementation),the state proposes to establish a new evaluation system with the overall development of students and the improvement of teachers’ quality as the starting point.The History Curriculum Standards for Compulsory Education(2011 edition)states,"Assessment shall be based on the ’curriculum standards’ and ’curriculum content’ in these standards,and classroom teaching shall be conducted in such a way that the objectives,teaching activities and classroom assessment The objectives,teaching activities,and classroom assessment are consistent,and scientific,feasible,and diverse methods are used to judge students’ learning processes and learning effects.Classroom assessment,as a process of classroom teaching,is used to determine whether students have achieved their learning goals.Classroom assessment tasks are a means of quantifying this process and aiming to discover how well students have achieved their learning goals.Therefore,we need to play the role of classroom assessment tasks so that students can demonstrate their literacy level and adjust their learning strategies in the process of completing assessment tasks to improve the overall quality of classroom teaching.It is particularly important to study in depth the principles and measures of designing and applying assessment tasks in junior high school history classrooms,which play an important role in improving the effectiveness of classroom teaching and cultivating students’ core literacy.In this paper,we will use literature reading method,questionnaire survey method and case study method to analyze and research.Through the literature reading method,the literature in the field of classroom assessment tasks is sorted out,the concept of history classroom assessment tasks is defined on the basis of existing research results,the principles that should be followed in the design of classroom assessment tasks are pointed out,and the use of classroom assessment tasks is considered to have a positive effect on focusing on students’ process growth,cultivating disciplinary core literacy and advocating fairness in assessment.Through the study of constructivist learning theory and formative assessment theory,new ideas are provided for the optimization of classroom assessment tasks.Based on the questionnaires,we sort out the current problems in the design of classroom assessment tasks in junior high school history classroom teaching,and propose corresponding optimization measures for the design of junior high school history classroom assessment tasks in four aspects: the design of classroom assessment task content,the setting of task contexts,the use of assessment scales,and the collection and processing of assessment information based on daily teaching and classroom observation experiences.In order to help teachers understand and apply the measures,the author attaches corresponding classroom examples to the optimized measures,expecting the classroom assessment tasks to play a positive role in classroom teaching,promote core literacy in the middle school history classroom,and push classroom teaching to continue to develop in a better direction.