| The modernization of the content of teaching and learning about citizenship and politics in secondary schools,which aims to develop key competences in the context of the new era,has become an important theme in the curriculum and has drawn a lot of attention from the general public.Evaluating the teaching is an integral part of teaching,and streamlining the civics teaching appraisal system is an inevitable way to advance civics instructional reform.In the current practice of teaching civics and political science courses in secondary education,the development of learning assessment is not ideal.The concept of assessment has not been completely redesigned,the development of research on assessment theory is relatively lagging behind,the assessment system and system design are not perfect,and the assessment system for teaching citizenship and political science course still has many shortcomings.Accordingly,it is imperative to conduct a comprehensive study on the strategy of optimizing teaching appraisal in high school citizenship education and political science courses,examine the numerous bottlenecks existing in the practice of teaching appraisal,and propose a strategy to optimized teaching appraisal based on the value orientation of cultivating the core competency literacy in the academic disciplines to facilitate the construction and further development of the teaching appraisal monitoring system in high school citizenship education and political science classes.This paper focuses on the next five sections of a study on strategies to optimize the teaching of evaluation in high school ideology and politics courses:Introduction: This introductory chapter outlines the research context for teaching civic appreciation in secondary school civics classes,the current state of relevant national and international research,research thoughts and methodology on the project,as well as the relevance of the project and research novelties.Chapter One: An overview of teaching assessment in high school civics and politics classes.It defines and differentiates the concepts related to teaching assessment in middle school civics and politics classes,analyzes and organizes the characteristics and functions of teaching assessment in middle school civics and politics classes,pay attention to the steering and incentive capabilities of assessment of teaching and learning,and to the features of the process and preparation of assessment of teaching and learning in secular schools.Chapter two: An examination of the theoretical underpinnings,necessities,and implications of assessment for secondary school civics instruction.The four major theoretical bases for evaluating teaching in middle school civics and citizenship classes are analyzed,including effective teaching theory,constructionist theory,holistic human development theory,and developmental assessment theory.It also analyzes the need for teaching evaluation in middle school civics and political science classes.Establishing a teaching evaluation system in civics and political science classes is a natural requirement for fulfilling the basic task of moral and ethical education,a requirement that is consistent with the new curriculum based on students’ evolution,and a practical needs for the training of talented people in the new age.To explore ways to optimum the assessment of teaching and learning in civics education in junior secondary schools,which will help to facilitate the all-round progress of students,steer the professional advancement of teachers and actively facilitate changes in curriculum construction and disciplinary teaching.Chapter three: Analysis of the current situation of the assessment of the teaching of middle school civics.Through comparison of the literature and interviews with front-line teachers,we examine,verify,synthesize and analyse some of the results of the current assessment of teaching and learning in secondary school science and technology courses and to understand the efficacy of the present assessment of teaching and learning in secondary school science and technology courses from three angles: improving the teaching evaluation status,initial design of the evaluation model,and basic cultivation of the core elements.At the same time,the problems of teaching evaluation are enumerated and analyzed,and the problems in practice are summarized in five aspects: evaluation topics,contents,methods,standards and goals.After linking the problems to their causes,a summary of the four causes that give rise to the realistic dilemma of teaching assessment in middle school civics and citizenship classes is presented.Chapter four: Strategic proposal for optimizing the instructional assessment of civics and political science in junior high school.Based on the new concept of assessment included in this new curriculum reform,four strategies are proposed to address existing practical problems in order to improve the conditions for assessing teaching in secondary school civics and political science classes.At the same time,the assessment system will be optimized and a framework for the assessment system of secondary school civics and political science teaching will be developed in four aspects: assessment subject,content,method,standard and objective.Finally,the practice of teaching evaluation will be implemented through special courses and a case study of teaching evaluation will be conducted using the example of the box "Giving the Market a Crucial Role in Resource Allocation" in the compulsory subject of ideology and politics for two classes in middle school.A specific analysis of assessment will be conducted in five aspects: teaching objectives,teaching content,teaching methods,teachers’ teaching behaviors,and students’ achievement in basic literacy in the box. |
