Research On Developmental Academic Evaluation Of Junior High School History In The Context Of The New Curriculum

The Overall Plan for Deepening the Reform of Education Evaluation in the New Era issued in October 2020 clarifies the new goals and requirements for education evaluation reform in China for a relatively long period of time in the future.In April 2022,the History Curriculum Standards for Compulsory Education(2022 Edition)proposed new requirements for the evaluation of history courses.This to some extent indicates that in the context of the new curriculum,there are still shortcomings in the current academic evaluation,and it needs to be reformed.The focus of the reform is to change the direction of the excessive emphasis on screening and selection.Developmental academic evaluation mainly adopts a combination of qualitative and quantitative evaluation methods,exerting the positive role of multiple evaluations,and making value judgments on students’ learning outcomes and processes,which can make up for the shortcomings of current academic evaluation.Based on the development of academic evaluation to compensate for the shortcomings of current academic evaluation,the research on developmental academic evaluation of junior high school history in the context of the new curriculum follows the principle of combining theory and practice.Sort out the relevant theories of historical developmental academic evaluation in junior high school through literature review,including the background and theoretical basis of developmental evaluation,the concept,characteristics,and functions of developmental academic evaluation in junior high school history,and analyzes the necessity and methods of implementing developmental academic evaluation in the context of the new curriculum.On this basis,using questionnaire survey and interview methods,this study investigates the practical situation of developmental academic evaluation in junior high school history,summarizes the problems existing in the current practice of developmental academic evaluation in junior high school history,and analyzes the factors that affect the application of developmental academic evaluation in junior high school history practice.Based on theory and practice,and taking the problems existing in the practical application of developmental academic evaluation in junior high school history as the starting point and foothold,this paper proposes optimization strategies for the implementation of developmental academic evaluation in junior high school history under the background of the new curriculum.There are mainly three points: Firstly,establish a new evaluation concept and lay the foundation for developmental academic evaluation;Secondly,enhance the literacy level of evaluators and promote the implementation of developmental academic evaluation;Thirdly,choose appropriate evaluation methods and implement developmental academic evaluation.Based on the characteristics of the history discipline in junior high school,this paper discusses in detail the methods of developmental academic evaluation in junior high school history practice,and lists the specific operational processes of qualitative evaluation methods,multiple evaluation methods,and quantitative evaluation methods.By combining theoretical research on developmental academic evaluation and practical research on the evaluation of history education in frontline junior high schools,the research on developmental academic evaluation in junior high school history has more practical significance.While providing ideas and references for young teachers to conduct developmental academic evaluations of junior high school history,improving the quality of teacher history teaching and promoting the development of students’ core competencies in the field of history.