The Reform About High School History Teaching Evaluation Mechanism

With the deepening of the new round curriculum reform, high school history teaching evaluation mechanism also need to reform constantly. Problems which exist in the traditional history teaching evaluation are more and more prominent, mainly embodied in: evaluation model, the one-sided evaluation purpose, the unbalance content of evaluation, the out-dated methods of high school history reform and the single evaluation subject.As a result, the transformation of the history education evaluation mechanism should begin with the following aspects.。The teaching goal of the new history curriculum changes from the traditional discrimination and selection into the all-round development of students. In terms of teaching evaluation model, quantitative evaluation and qualitative evaluation should be combined, which will make a comprehensive evaluation for the students. The main body of the student evaluation should be the students, the parents and even the society in the new period, must be even society. At the same time, the new teaching idea advocated attaches great importance to the teaching process, because it is the most important place to cultivate students’ ability. The improving measurement theory, technology and the methods is helpful to improve the historical studies to measure the reliability and validity. The separation of the education target and selection can promote the all-round development of students. And the reform of the evaluation mechanism in middle school history has put forward higher request to the professional quality of history teachers in the new age. Because the history teachers are not only the practitioners, but also the creators and promoters of the academic assessment.