Research On The Evaluation Strategy Of Social Responsibility Literacy Of Senior High School Students

According to the modules of core literacy,social responsibility literacy belongs to one of the six modules--responsibility,which mainly refers to the emotional attitude,value orientation and behavior pattern formed by students in dealing with social,national and international relations,including social responsibility,national identity,international understanding and other basic points.There are studies on the cultivation of social responsibility literacy in various subjects in senior high schools,but there are not enough studies on the evaluation of social responsibility literacy,and senior high school front-line teachers often cannot find relevant scientific references in practical work.In order to research the evaluation methods of high school social responsibility literacy,this paper first compares the more mature evaluation models in the world,and finds that the National Assessment of Educational Progress（NAEP）evaluates students’ ability to solve practical social problems with scientific knowledge and skills through cognitive test.SPU courses in The UK test students’ understanding of the relationship between science and society in the form of closed-book exams and assignments,while the training and evaluation of 21 st century competence in Japan emphasizes the joint role of parents,schools and social forces.At the same time,these countries also have some common points worth our reference in the evaluation of social responsibility literacy,such as: the construction of the evaluation content system is relatively sound,emphasis on social practice activities,diversified evaluation methods,etc.Second,this study analyzes the Chinese high school nine of the course standard about the content of the social responsibility of literacy,found that social responsibility quality distribution is not balanced in different subjects,and then through the analysis of nearly five years of the university entrance exam questions,Hubei and Shaanxi province found that social responsibility accomplishment percentage increases in the college entrance examination,and the discipline characteristic,independent evaluation is less,The joint evaluation with other literacy mainly focuses on fairness and justice;Abide by rules,respect order,and have the concept of sustainable development.However,we also pay attention to some phenomena troubling teachers,such as the examination proportion of social responsibility literacy in the college entrance examination and the curriculum standard requirements are not completely unified.In order to further understand the actual situation of the social responsibility evaluation,based on the H as samples in X city,a survey of the middle school,a school year discipline activities,class activities,as well as a variety of school activities,analyzes the social responsibility of the core accomplishment evaluation of actual problems and the causes,such as lack of scientific unified overall planning,evaluation work school related support is insufficient,it is necessary to reform the evaluation link,Lack of internal motivation,the development of evaluation results is difficult to show.At the same time,relevant suggestions are put forward according to the causes,such as adopting pluralistic evaluation,combining evaluation with specific situation,giving full play to the guidance and development of evaluation,etc.Finally,the evaluation scheme is designed tentatively to provide reference for the evaluation of social responsibility literacy.