Strategies Study Of Classroom Evaluation Term For History Teachers In Senior High School

The classroom evaluation term is the important medium to carry out classroom teaching activities for teachers and to improve students' discipline accomplishment,whether it is accurate and reasonable in use is directly related to the development of students and the effect of classroom teaching,which has important research value.The author tried to learn more in the history subject specifically,how to optimize teaching by the teacher's classroom evaluation term,so taking this as a topic to discuss.After research,it was found that,the problems of classroom evaluation term used by senior middle school teachers were not obviously different,lack of historical language representation ability,lack of core literacy in history and improper teacher's feedback.On the basis of an analysis of the results of the research,in order to improve this situation,the author provided the concept of method from three levels-recognition,use and reflection.Recognition is the leader of behavior,if want the history teachers to optimize the classroom evaluation term in class,firstly,the backward view of evaluation needs to be changed,then on this basis,enrich the recognition.In the process of classroom use,firstly,it needs to be fully prepared to learn the study situation,to set up questions by the manner of teaching amid at learning,prepare the evaluation term and rich knowledge reserve to prepare for the classroom teaching,in class by observing and listening to approach the students,and then harden the classroom evaluation term,to reach effect of optimizing the use of the term,besides,it needs to reflect in time to sum up experience,to improved and optimize the strategy.At last,aiming at the proposed strategy concept by the author,the effect was analyzed through teaching practice,to test the feasibility of the proposed strategy conception.