Secondary School Moral Education Classroom Teaching, Authentic Assessment To Explore

Authentic assessment originated in the 1980s in America's course evaluation reform movement, which is one of the most influential methods in the construction time. As an evaluation, it refers to the appraisal of the ability of the students to use knowledge and skills in a realistic task to show themselves and solve the problems; while as a concept, it refers to series of ways, not simply by adopting standardized tests, but by various kinds of approaches to assess learning outcomes of students in unstructured situations, with authenticity, diversity, orientation and integration and so on. Exploration of moral evaluation of classroom teaching in secondary schools, from the perspective of authenticity, are not only conducive to the implement of optimization of moral education in secondary schools and the change of the ways between teachers' "teaching" and students'"learning", but also can effectively promote the new curriculum reform of moral education, with profound theoretical and practical significance in practice.This thesis, mainly by documentary research, comparison, survey, charts, exemplification and other research methods, plans to conduct research on the application of authentic assessment in moral classes in secondary schools from four parts. The first part is an overview of authentic evaluation. It expounds the content, characteristics and general mode of operation of the authentic evaluation and briefly introduces the steps to conduct observation-based assessment, performance evaluation and portfolio assessment and other evaluation methods as well as the problems worth attention. It also elaborates the significance of authentic evaluation in the development of moral courses in secondary schools. The second part analyzes the feasibility of authentic assessment from both the theoretical and practical basis. The analysis of theoretical basis is from Gardner multiple intelligence theory, constructivist theory and effective teaching theory. The analysis of practical basis is mainly embodied in people-oriented social values and the needs in the development of new moral education curriculum. The third part is the exploration of implementation of authentic assessment in moral evaluation in secondary schools, mainly from teachers' "teaching" and students' "learning" as well as classroom culture produced by the interaction between teachers and students. It explores from three aspects:the enactment of evaluation dimension and criteria, the choice of evaluation tools and case studies. The fourth part raises several issues in the inquiry process and makes additional supplement from reliability and validity issues, improvement of the evaluation awareness and capacity of teachers as well as re-evaluation of the authentic assessment.Curriculum Reform has always been an international problem that countries in the world are concerned and are committed to. In the process of New Curriculum Reform of moral education, further exploration is still needed as how to promote education through evaluation to improve the effectiveness of classroom teaching and how to achieve integration of evaluation and teaching, etc. The focus of this paper is in the second and third part. The author attempts to explore from teachers'"teaching" and students' "learning" of as well as classroom culture produced by the interaction between teachers and students. This is an innovative point but also a difficult of this thesis.