The Study On Historical Academic Evaluation In Senior High School From The Perspective Of Key Competencies

With the advent of the era of globalization and information education,the quality and results of education are more important.As a link in the education system,academic evaluation is of great significance to examine the quality and results of education and promote the all-round development of people.In China,influenced by the "3+1+2" college entrance examination mode and the release of the "Opinions of the Ministry of Education on Deepening Curriculum Reform in an All-round Way and Implementing the Fundamental Task of Cultivating Morality and Cultivating People",the status of history has changed to a certain extent,the position of history has changed to a certain extent.The concept of subject key competencies makes researchers think about the development of academic evaluation from a new perspective.In the process of history teaching and learning in high school,academic evaluation plays an important role.From the perspective of key competencies research,through literature analysis and practice investigation,it is found that there are a series of problems in the current high school history academic evaluation,including: vague academic evaluation criteria and unclear evaluation purpose;single evaluation method and subject,contrary to the principle of pluralism;attaching importance to students' historical academic achievement,neglecting the development of core literacy;failing to play a variety of roles in academic evaluation,and only focusing on the selection function.Taking the development of history key competencies as the starting point,this paper analyzes the causes of the problems existing in high school history academic evaluation,including the following points: first,the problems left over from history in the process of academic evaluation development;second,academic evaluation will be limited by time and energy;third,it is influenced by the current high school history education model;fourth,there is a certain disconnect between the development theory and practice of academic evaluation.In view of the problems existing in the evaluation of history studies in senior high school,from the analysis of the causes of the problems,under the guidance of Taylor's curriculum evaluation principle,Multiple intelligences development theory and the study theory of constructivism,the principles and methods for the development of history academic evaluation in senior high school are put forward: following the principles oftimeliness,science,diversity and development,and using various methods such as history examination,history exercises,history making,history investigation and history portfolio method.On the basis of practice,this paper analyzes relevant cases,based on curriculum standards and relevant theories,and takes the development of students' historical key competencies as the premise.The suggestions for the evaluation of senior high school history studies are as follows: First,the criteria and specific objectives of high school history academic evaluation should be clarified,the learning curriculum standards should be set,and the contents of the standards should be flexibly applied to specific practices.Second,the evaluation should follow the principle of diversification,pay attention to give play to the advantages of multi-subject evaluation,can adopt appropriate evaluation methods,flexible application of a variety of evaluation methods;Thirdly,it should change the evaluation view of students' academic achievement,pay attention to the development of the key competencies of history,and take it as the main content of academic evaluation.Fourth,pay attention to the feedback function of academic evaluation results,give play to various functions of academic evaluation,summarize experience in practice,and improve the academic evaluation system.The realization of its development needs to be accomplished by various joint efforts.