Investigation And Research On The Current Situation Of High School Historical Developmental Student Evaluation

In the process of curriculum reform in basic education in China,evaluation reform,as an important link,has always been a focus of attention for researchers in educational theory and practice.In traditional student evaluation,the mastery of textbook knowledge and exam scores are basically used as criteria to measure students’ good or bad,while neglecting humanistic qualities,which is not conducive to the cultivation of students’ innovative spirit and practical ability,and also restricts their comprehensive and sustainable development.Developmental student evaluation,as a new evaluation concept,has attracted the attention and promotion of educators,and is increasingly being applied in subject teaching.Developmental student evaluation is different from traditional student evaluation methods.It adheres to the people-oriented concept and is a fundamental evaluation concept and system aimed at promoting students’ comprehensive development.It advocates diversity,emphasizes the diversity of evaluation content,evaluation subjects,and evaluation methods,and focuses on the dynamic growth process of students’ learning and development.As an evaluation concept that adapts to current education and teaching,it is of great significance for high school history teaching and student development.In order to conduct systematic and in-depth research in response to the requirements of China’s basic education evaluation reform,the article takes the perspective of developmental student evaluation and adopts a research approach that combines theory and practice.Firstly,it elaborates on the theory of developmental student evaluation and analyzes its value in the high school history subject,which is beneficial for achieving the goals of the history curriculum The cultivation of students’ core competencies and their comprehensive development play an important driving role.Starting from the research of serving practical teaching and student development,a survey and interview were conducted on the implementation status of developmental student evaluation in high school history subjects.It was found that compared to traditional student evaluation,its evaluation content is more comprehensive,and history teachers pay more attention to students’ learning and development processes,while evaluation respects students’ subjectivity more.But at the same time,there are also problems such as the evaluation subject still being mainly history teachers,the evaluation method still being mainly exams,ignoring the feedback results and individual differences of students,and the lack of close connection between evaluation and core literacy of history subjects.In response to relevant issues,the article mainly explores strategies from four aspects,expanding the scope of evaluation subject participation,and inviting students themselves,peers,and parents to participate in the evaluation;Emphasize the use of qualitative evaluation methods,such as writing historical essays,historical speeches,and portfolio evaluations,and pay attention to feedback on evaluation results;Pay attention to individual differences among students and evaluate them based on their talents;Conduct developmental evaluations of students with the core competencies of the history discipline as the core,supplemented by teaching case studies for analysis and explanation,in order to provide certain reference significance for carrying out developmental student evaluation in high school history subjects.