Research On The Application Of History Classroom Teaching Evaluation In Senior High School

Classroom teaching evaluation is an important part of education evaluation and an indispensable link in the teaching process.However,in the current high school history classroom teaching,the situation of classroom teaching evaluation is not optimistic.Although the evaluation methods and evaluation techniques have been emerging and innovative,the effect of application in practical teaching does not meet the expectations.It is common to have teaching without evaluation,evaluation without feedback,and the randomness of questioning,which seriously hinders the development of teaching.In 2020,The CPC Central Committee and The State Council issued the General Plan for Deepening Education Evaluation Reform in the New Era(hereinafter referred to as the General Plan),proposing that "to improve the result evaluation,strengthen the process evaluation,explore value-added evaluation,and improve the comprehensive evaluation",and points out the direction for educational evaluation.Under this background,the evaluation of history classroom teaching in senior high school should also be based on the "overall plan" for guidance,this paper starts with the investigation of the current situation of history classroom teaching evaluation in senior high school,finds out the problems existing in classroom teaching evaluation,and puts forward the corresponding countermeasures.Therefore,guided by the integration of teaching,learning and evaluation,this study conducted an extensive student questionnaire survey and teacher interview for the problems existing in classroom teaching evaluation.The questionnaire survey involved students of three grades in several senior high schools in Liaocheng,and the interview involved history teachers in front-line senior high schools in Liaocheng.The survey results show that the evaluation of history classroom teaching in senior high school mainly has the following problems: first,the phenomenon of teaching without evaluation in the classroom is more prominent.Secondly,the evaluation feedback is missing or not timely.Thirdly,teachers’ classroom questioning is arbitrary.Finally,teachers’ classroom homework is lack of pertinence.Through the analysis of the survey results,it is concluded that the concept of teachers’ evaluation is backward,classroom teaching evaluation is lack of design,and teachers’ quality needs to be improved.In addition,due to the initial use of the unified edition of teaching materials,the maladjustment of the unified edition of teaching materials is also a reason.In view of the above problems and reasons,this study puts forward some measures and suggestions in classroom questioning,lovely speech and classroom homework with reference to the overall plan,China’s college entrance examination evaluation system and the history curriculum standard of ordinary high schools(2017 edition,2020 Revision Edition)are integrated with teaching,learning and evaluation as the core.And select the fourth lesson "Western and Eastern Han Dynasty-the consolidation of a unified multi-ethnic feudal country" in the unified edition of Chinese and foreign history outline of senior high school history(Part I)for classroom teaching and classroom teaching evaluation,and then reflect on the shortcomings of the proposed measures and suggestions from the results of implementation and make improvement.In order to promote the progress of high school history classroom teaching evaluation and improve the quality of high school history classroom teaching.