Research On History Classroom Teaching Evaluation In Junior Middle School Under The Background Of "Integration Of Teaching Evaluation"

During the education reform of a new training program,the formation of history changed a lot,and the cultivation of students’ basic classes became a great challenge of historical education.The integration of teaching and assessment with the aim of developing core subject literacy has become an important starting point for the implementation of the new standards of history curriculum,and has been recognised by many front-line educational researchers and teachers.However,in teachers’ classroom teaching practice,teachers attach too much importance to the exploration of historical knowledge,neglecting the cultivation of students’ historical thinking ability;or the classroom evaluation method is simple and single,which can not promote students to think deeply.These teaching phenomena still exist,which is not conducive to the formation and development of students’ historical thinking.These teaching phenomena are more common in junior middle school teaching without clear requirements for cultivating historical core literacy.Then,how to change the existing education mode and how to make adjustments to inspire students’ historical thinking and cultivate students’ historical core literacy has become an important topic for every history teaching researcher and teacher.Through interviews and questionnaires with some history teachers and students of Liaocheng D Middle School,this study links the history teaching activities of the middle school and identifies some problems in its classroom evaluation.Based on the results of the interviews,questionnaires and teaching practices,the current situation of history classroom assessment in this secondary school is analysed and the problems and shortcomings are summarised.The problem is divided into four aspects: Firstly,teachers’ attitudes towards classroom assessment are more casual;secondly,the design of classroom assessment objectives is unclear,or even there are no assessment objectives;thirdly,the assessment content is one-sided and superficial,failing to inspire students and develop their historical literacy;fourthly,the assessment methods are traditional and single,failing to meet the requirements of the new curriculum reform.This study summarises the reasons why teachers’ assessment thinking is fixed in tradition and lack of research and application of classroom assessment strategies under the new curriculum reform through the analysis of the current situation.In view of the above problems,under the background of the concept of "integration of teaching evaluation",this study offers its own strategies and recommendations for the design of assessment objectives for history units,the application of various evaluation methods and how to effectively use evaluation methods such as classroom theory and homework evaluation,develop core literacy in history for junior high school students from the perspectives of both classroom assessment objectives and classroom assessment methods to help teachers carry out effective teaching.Only by promoting students’ learning and cultivating history literacy can we realize the optimization of junior high school history classroom evaluation,improve the effectiveness of classroom evaluation,significantly improve the teaching efficiency of junior middle school history teaching,and make the teaching link of classroom evaluation no longer a mere formality.really promote the development of students’ history literacy.