New Direction Of The History Teaching Evaluation Of Senior High School

The history teaching evaluation of senior high school is an important composition of basic educational history teaching evaluation. Since the eighties of the 20th century, the expert, scholar and practice worker of basic educational theatrical field of our country have made great efforts to explore in the history teaching evaluation of senior high school. In the light of research results, the quantities of the article and work about the thing that teaching evaluation combines with history subject is few. And this article and work centralize mostly on discussion of the whole high school stage history teaching evaluation.Now, the current history teaching evaluation system of senior high school still has some abuses and harm. It shows: Firstly, the "subject" of the history teaching evaluation of senior high school misplaces. Students' subjectivity position in history teaching course shouldn't be respected; subjectivity function does not full play. At the same time, the development of teacher-student relationship is seriously affected; secondly, excessively attach importance to evaluate students' cognition while overlook students' overall development. Academic knowledge strongly aggravates students' comprehension. Too much knowledge affects students' overall development. There is not enough stress on the main knowledge, thus, the function of history education is weakening and disappearing; and thirdly, pursuing quantification and objectivity of history teaching evaluation blindly. Emphatic standardization is unified; as a result, students' development has no distinction. Pursuing "quantification and mark" blindly restrict the development of history teaching reform of senior high school. Supreme mark aggravates the area unfairness of the competition of the entrance examination. Education administrative responsible department deepen to identify the idea of " mark " and " quantification ", with the result that it disadvantages the overall enforcement of quality education.The times needs the talent who have the unification of high technology and high feelings, which provides a wide era vision for the new direction of the history teaching evaluation of senior high school. The nature and characteristic of history itself provides an essential intension for the new direction of the history teaching evaluation of senior high school. The inner property of senior high school students told us that the new direction of the history teaching evaluation of senior high school should point to person and person life itself. The development of the contemporary evaluation theories has provided a very good principle and direction for modern teaching evaluation. Since 20 century, the theories, such as Constructivism, Theory of Multiple Intelligences, Postmodernism, etc., have provided theoretical enlightenment for the history teaching evaluation of senior high school.On the basis of the foregoing analysis, the new direction of the history teaching evaluation of senior high school is: Firstly, the history teaching evaluation of senior high school should take students for subject of teaching evaluation. Students are regarded as the initiative participant of teaching evaluation. Let student learn self-evaluation and cooperation evaluation. And respect and identify students' personalization reaction way in test. In the course of history examination questions established of senior high school, we should regard person as the center, consider the character feature of student, strengthen the selectivity of examination content, increase the scene and opening of examination questions, advocate examination questions content near to student life, and place examination and application of book knowledge in the midst of students' life reality as far as possible. Let history go to the survival environment and keep close to the daily life of student; secondly, the history teaching evaluation standards of senior high school should change from knowledge standard to all-round development standard, from concern on study product to study process of...