Research On High School History Teacher’ Evaluating Behavior

Teacher-student interaction takes teachers and students as the core,and teachers’ attention to students’ basic historical facts,the cultivation of core discipline literacy and psychological development are the key contents of teacher-student interaction in classroom.In most cases,the interaction between teachers and students will be carried out in the classroom teaching process,and the main form of expression is the question-and-answer activity in the classroom,which is an important factor affecting the effectiveness of the classroom question-and-answer as the last link of the classroom question-and-answer activity.Understanding the reality of high school history teachers’ classroom theories and answers,and giving full play to the positive impact of teachers’ answers on classroom teaching,are the topics that must be faced to enhance teachers’ professional skills and improve the efficiency of classroom teaching.Combined with the characteristics of high school history disciplines,the sorting out of relevant documents in the classroom,and the development of classroom observation,interviews,and questionnaire surveys,the current situation of high school history teachers’ answers is investigated and data collected from three perspectives: high school history classroom,teaching teachers and students.Through the analysis and induction of the obtained data and information,it is found that the current high school history teachers have a strong sense of classroom answering and have a clear understanding of the importance of classroom teaching,but in the process of classroom practice,the teacher’s ability to answer is slightly insufficient,such as classroom answering or flowing in form,lacking substantive content,or simple and casual,insufficient pre-class answering presets,or single complex,not formed a systematic answer system and other issues.However,the reason for the lack of answers by these teachers cannot be attributed to individual teachers,and the optimization of the behavior of high school history classrooms requires the joint efforts of many aspects.From the school level,it is necessary to refine the standards for listening to and evaluating lessons,and emphasize the important position of the rational answering behavior in classroom teaching on the basis of reflecting the characteristics of the discipline.In addition,the development of the teaching and research activities related to the rational answer will also play a positive role in improving the level of the teacher’s rational answer.As the core figure of classroom answering,the efforts of high school history teachers to improve the quality of classroom answers are reflected in all aspects of classroom answers,and the presets,answering processes,language,content,answering methods,answering effects,and post-class response reflection are all important angles for teachers to enhance their ability to answer and improve the level of classroom answers.