Research On "Instant Evaluation" Of History Class In Junior Middle School

A new round of basic education curriculum reform is in full swing,with new theories,new ideas,new thinking and new methods.In terms of education evaluation,the reform also puts forward new requirements--to "establish an evaluation system that promotes the all-round development of students and the continuous improvement of teachers".As the most direct and effective form of classroom evaluation,classroom "immediate evaluation"should be actively practiced.Then,when it comes to history classes in junior high school,what characteristics will "immediate evaluation" present,what problems will arise,and how should it be improved and implemented?Based on the above considerations,this paper will think and study from the following aspects.First of all,the previous research results are collected through multiple channels and methods,and the meaning,characteristics and significance of classroom "instant evaluation" are summarized and proposed to build a theoretical framework for this study.Classroom "immediate evaluation" is a dynamic process in which teachers timely and accurately give feedback to students' words and actions through verbal and non-verbal forms in the classroom teaching process.It is characterized by timely evaluation,diversified evaluation methods and extensive evaluation content.Proper use of "immediate evaluation" in history classroom can not only stimulate students' enthusiasm in learning history and cultivate their historical thinking ability,but also help teachers timely diagnose,regulate the classroom and improve their professional ability.Then,by classroom observation,questionnaire survey and individual interview,this paper investigates the status quo of "instant evaluation" of history classes in a private middle school in Yangzhou by taking teachers and students in the middle of a private middle school as the investigation objects.Through the investigation,it is found that there are many problems in the "immediate evaluation" in the history class of junior high school,which are as follows:the lack of individualized evaluation,the neglect of generative resources,the unfair orientation of evaluation and the unitary subject of evaluation.Besides the subjective reason of the limitation of teachers' own professional ability,these problems also have the influence of objective factors such as the limited time of history classroom teaching,the difficulty of the examination-oriented education environment and the difficulty for history teachers to grasp the learning situation.Finally,based on the analysis of the problems and causes presented in the above survey,the paper proposes more targeted principles and practical strategies for the"immediate evaluation" of history classroom in junior high school.Junior middle school history class,the teacher in the evaluation of "instant" should follow when differences,enlightening,balance,humor,orientation,scientific principle,not only to enhance classroom before and after class "immediate" ability,also want to create a democratic equal evaluation atmosphere in the classroom,seize the timing of the classroom evaluation of "instant",only in this way,can make the teaching link no longer become a mere formality,really promote the development of students.