Action Research On The Implementation Of "Integration Of Teaching And Evaluation" In High School Ideological And Political Courses

During the teaching process,some classrooms have unclear objectives,delayed assessment or separation of teaching and assessment.Some teachers fail to clearly recognize that the teaching objectives,teaching process,and teaching evaluation should be integrated,which impact on the effectiveness of teaching.High school students are in their early youth,their physical and mental development tends to mature,their cognitive abilities are gradually mature,and their values are initially formed and established.However,in some teaching practices,teachers cannot leave the learning process to students,students ' learning initiative is not fully utilized,attention to students and individual differences are not sufficiently valued,guidance and assistance are less in the course of teaching,and students' dominant status is not fully highlights that the learning effect and the formation of subject literacy have also been affected to a certain extent.The proposal of "integration of teaching evaluation" can give full play to students' initiative and enhance students' learning ability,improve classroom teaching effects,and effectively improve this phenomenon.The new curriculum standard also puts forward new requirements for ideological and political teachers,emphasizing the integration of teaching and evaluation,advocating multiple evaluations,promoting students to change their learning methods,and guiding students to learn independently,cooperatively and inquiringly."Integration of teaching evaluation" is guided by teaching goals,and teaching evaluation runs through the entire classroom,teachers and students have a clear view of teaching and learning conditions,and constantly adjust and improve them to achieve the teaching goals.The use of "integration of teaching and assessment" in the ideological and political classroom contributes to the implementation of the new curriculum reform concept.According to the theoretical logic of taxonomy of educational objectives,the paper identifies the logical premises for the implementation of "integration of teaching and assessment",and takes the development of teachers' professionalism,the formation of students' core literacy and the enhancement of classroom teaching effectiveness as the practical logic.This study selected the teachers and students of senior class(5)of Lanzhou F High School as the subjects of the study.An analysis of the current situation of the implementation of "integration of teaching and assessment" in high school ideological and political classes was conducted to identify the deficiencies in the current teaching of "integration of teaching and assessment" in high school ideological and political classes.Under the guidance of the theory,action objectives are identified and an action research programme is designed for the implementation of "integration of teaching and assessment" in the high school ideological and political class.Using observation,questionnaires and interviews,explore the problems and reasons that affect the effectiveness of "integration of teaching and assessment".The two rounds of action research are conducted to provide reflections,summaries and analyses of the results of the action research,as well as suggestions or strategies for the better application of "integration of teaching and assessment" in high school ideological and political classroom.After two rounds of action research,the following problems have been found in the application of "integration of teaching and assessment" in ideological and political classroom: Firstly,there is a lack of understanding of the standards of ideological and political class and of the learning situation,which impacts on the scientific nature of the objectives.Secondly,there is a lack of depth in teaching activities,which fails to play a positive role in "integration of teaching and assessment".Thirdly,the effectiveness of teaching assessment is ineffective,which impacts on the "integration of teaching and assessment".Fourthly,the core literacy of students in ideological and political subject is not properly cultivated.In addition,the problems presented were analyzed in terms of reasons: Firstly,the teachers' awareness of the teaching principles of "integration of teaching and assessment" is insufficient.Secondly,the lack of assessment literacy among teachers in the implementation of "integration of teaching and assessment".Thirdly,the ability of teachers in regulating teaching activities in the implementation of "integration of teaching and assessment" is inadequate.In response to the above problems and taking into account the characteristics of in high school ideological and political subjects,the following suggestions are proposed: Firstly,strengthen the awareness of objectives to ensure the "integration of teaching and assessment" objectives.Secondly,improve the assessment and control skills to achieve the "integration of teaching and assessment".Thirdly,enhance research capacity and develop in-depth "integrated teaching and assessment" classrooms.Fourth,refine the teaching activities to improve the teaching effect of "integration of teaching and assessment".From the four perspectives,"integration of teaching and assessment" of ideological and political teaching is reinforced to promote the effectiveness of classroom teaching.