Research On The Optimization Of High School Ideological And Political Classroom Learning Evaluation From The Perspective Of Core Literacy

Key Competence is the era pursuit of current education reform and provids guidance for the construction and development of curriculum and teaching.The proposal of the core nurturing goal promotes the emergence of the evaluation concept based on the Key Competence of students.The new evaluation concept points out the direction for the teaching and evaluation of high school ideological and political subjects.Teaching and evaluation are issues that have always been of concern to the education community.Teaching is the starting point and basis for conducting evaluations.Evaluation has an important guiding and improving role for the development of teaching and the improvement of teaching quality.Evaluation is like a "flag" that points the direction for teaching,and a "step" generally helps students reach the goal of Key Competence.In the context of this reform,the ideological and political discipline has made many attempts to carry out the evaluation of learning,and has also gained relatively rich experience.It is especially important to deeply understand and explore the characteristics of ideological and political classroom teaching and the direction and key points of learning evaluation under the perspective of Key Competence.This Plays a decisive role to promote the reform of ideological and political classroom teaching,improve the quality of subject teaching and the cultivation students' Key Competence.In order to truly implement the Key Competence of students at the classroom level,it is necessary to construct a classroom learning evaluation system with Key Competence as the theme.Key Competence is rooted in every activity and process of teaching and learning.It is reflected in the teaching objectives of each class.The development level of students' Key Competence can be realized through the completion of students' learning goals and the participation of tasks.Based on the authenticity and measurability of Key Competence,the author began to understand and explore the evaluation of high school ideological and political classroom learning from the perspective of Key Competence.Based on the reading and analysis of the literature in the relevant evaluation field,the author defines the concept of high school ideological and political classroom learning in the context of Key Competence based on the educational theory of evaluation,and believes that it has the characteristics of focusing on the core quality of disciplines,paying attention to students' learning process,advocating the concept of green evaluation and advocating educational equity.After carefully studying the Key Competence and academic quality standards proposed in the curriculum standards,I have mastered the guidance of the new evaluation concept for classroom learning evaluation.It provides a new idea for the evaluation of classroom learning through learning and learning from the classification theory of educational objectives,constructivist theory,multiple intelligence theory and evaluation theory of promoting learning.After investigating the current status of classroom evaluation of high school ideological and political subjects and combing with daily educational practice and classroom observation experience,I summarize a series of problems of evaluation content,evaluation methods,evaluation subjects and the use of evaluation results,that are inconsistent with the Key Competence concept in the current high school ideological and political classroom learning evaluation.I found out the cause of the problem after communicating with the frontline teachers and reading related books and literature.Based on the combination of theory and practice of classroom learning evaluation,the author puts forward a certain core ideological evaluation system for ideological and political subjects from four aspects:design of evaluation objectives,creation of evaluation tasks,development of multiple evaluations and use of evaluation results.The degree of optimization strategy is expected to provide reference for the future development of classroom learning evaluation.