The Application And Research Of Formative Evaluation In Moral And Legal Course Of Junior Middle School

With the development of society and continuous education reform,the role of teaching evaluation is increasingly valued.Formative evaluation,as a typical value-added evaluation,is not only beneficial for achieving the value of the curriculum in teaching,but also for improving teacher teaching,adjusting student learning,thereby improving teaching efficiency and promoting the healthy development of students.At present,there are more and more studies on formative evaluation in China’s education sector,but most of them are concentrated in the theoretical level,and few scholars have conducted research on formative evaluation in combination with classroom teaching.Specific application research on formative evaluation in the moral and legal courses of junior high school is even less mentioned.For the front-line junior high school moral and legal course teachers,there are still doubts and misunderstandings about how to effectively apply formative evaluation in the teaching process.Therefore,it is necessary to carry out the application research of formative evaluation in the moral and legal courses of junior high school.Based on the current application status of formative evaluation in junior high school moral and legal courses and the research results at home and abroad,this article analyzes and studies the relevant concepts,constituent elements,and implementation strategies of formative evaluation,supported by Marx’s theory of comprehensive development of human beings,constructivism theory,and lifelong learning theory.It also illustrates the importance of applying formative evaluation in the moral and legal courses of junior high school in combination with the current education evaluation reform and the practical teaching of the moral and legal courses of junior high school.At the same time,the author used a survey method to conduct surveys on teachers and students in a middle school in Baota District,Yan’an City.The survey results showed that there were four problems in the current application of formative evaluation in junior high school moral and legal courses: formulation of evaluation standards,participation of evaluation subjects,selection of evaluation methods,and feedback on evaluation results.After analyzing and attributing the reasons,the author summarized the reasons to be: the subjective nature of students’ emotional expression,difficult to unify standards;external support for diverse participation is insufficient,lacking the participation of all parties;some evaluation methods are novel but cumbersome,and lack of technical participation;feedback information tends to focus on summarizing and generalizing,neglecting future guidance.Based on this,the author proposed four targeted recommendations according to the causes: focus on evaluating student emotional expression,encourage diverse participation in evaluation,make efficient use of evaluation methods,and improve feedback that promotes learning.Finally,this article combined with the second unit "Management of Emotions" in the moral and legal textbook of the seventh grade of junior high school to design formative evaluation teaching,and conducted actual teaching practice and reflection during the internship period,in order to provide some reference for the application of formative evaluation in the moral and legal courses of junior high school.