Research Oh The History Evaluation Course Of Srnior Three Based On Core Literacy

Lecture evaluation class is generally a kind of class type that teachers reflect teaching practice,consolidate students' knowledge and improve students' ability of examination by designing teaching according to the main information reflected in the student test papers after the students' phased examination.In the new round of teaching curriculum reform,the lecture evaluation course bears the fundamental task of "establishing morality and cultivating people".In recent years,the new curriculum standards and the college entrance examination evaluation system require students to adapt to the lifelong development and social development of the character and ability.The proposition trend of "separation from teaching materials" and "rational thinking" in the historical college entrance examination is becoming more and more obvious.The proposition maker is standing at a higher subject height and a broader view of the subject to examine the history teaching of middle school.The test questions are flexible and changeable.Generally,they use new materials,new situations,new perspectives and new ideas to examine the ability of students to extract effective information,summarize information and analyze problems from the materials.This requires the senior three history lecture to be people-oriented,help students to check the lack of and make up for the lack of knowledge,improve the way of problem solving,and consolidate the knowledge learned in the application classroom.However,as a high-grade three class class with a large proportion of lecture evaluation,there are still many problems: if we can not keep up with the trend of five core literacy of the new curriculum reform,we can not keep pace with the times;teachers are not prepared enough before class and master information is not perfect;the teaching and evaluation links are incomplete,and the links are not complete,so the problems are given,and the key and difficult points are ignored.The students' main position and differences are ignored;after class No feedback,no reflection,no communication with students,low efficiency.At present,the academic circles have low quality and few quantity of lectures and reviews.The research of history teaching based on core literacy focuses on new teaching and review courses.In addition,with the continuous changes of teaching situation,some research problems such as missing theoretical knowledge,lack of depth and breadth,incomplete research system,no pertinence and practicality.Therefore,the history evaluation class of senior high school has a great research space.In order to master the theory of historical classroom comment more completely and deeply,improve the teachers' ability of preparing and guiding teaching,enhance students' autonomy and practical ability of classroom teaching,implement the task of establishing morality and cultivating a group of excellent young people who meet the requirements of the new era.We will implement the task of establishing people with virtue and cultivate excellent youth in line with the development of the new era.The author combines the core literacy of college entrance examination with lecture and evaluation course,through in-depth research on the national and international college entrance examination,research questions and reference documents,and based on the teaching experience and practice of the author in the first-line education course in the past four years,and on the basis of the New College entrance examination evaluation system,and based on the core literacy of the time and concept of the history discipline,historical materialism,historical demonstration,interpretation of history,and feelings of home country,Through the questionnaire survey,classroom observation,conversation and other education and teaching modes,this paper explores the teaching of lecture evaluation under the background of the new college entrance examination reform.This paper analyzes the evaluation system and proposition trend of college entrance examination,analyzes the current situation and problems of the history evaluation course of senior high school,summarizes the strategies and principles of the senior three history lecture based on the core literacy of the history discipline from the scientific and practical perspective,and puts forward the following strategies:(1)Before class: focus on literacy,find problems,and design fully.(2)In class: targeted,combined with comments,and problem solving.(3)After class: Reflection and consolidation,expansion and promotion,long teaching and learning.Finally,the author will design the case of senior three history lecture based on the core literacy of history subject in combination with the actual teaching,take the real data and the type of questions as reference,integrate the above-mentioned lecture evaluation strategies,provide detailed suggestions for teachers' teaching,and achieve the goal of implementing core literacy,optimizing the teaching methods of teachers and students.