Design And Implementation Of History Classroom Teaching In Junior Middle School Based On The Consistency Of "Teaching-Learning-Evaluation"

In 2022,the "History Curriculum Standards for Compulsory Education" was revised again on top of the original curriculum standards.The new curriculum standards have put forward updated requirements and higher standards for history teaching in junior high schools,and have also brought new opportunities and challenges to history teachers in junior high schools.In the current history classroom in junior high schools,teachers need to organically combine "objectives","evaluation",and "teaching" within a limited class hour,so that students can clearly understand the learning tasks,learning paths,and learning levels of the history classroom,and ensure that the learning process of students can be quantified and regulated over time,truly implementing the consistency requirements of "teaching learning evaluation" in the new curriculum standard,to achieve effective teaching and efficient teaching.Based on a review of relevant literature on the consistency of "teaching learning evaluation",this article conducts research and analysis to clarify the relevant concepts and theoretical basis of the consistency of "teaching learning evaluation" in junior high school history teaching.Through classroom observation,teacher interviews,student questionnaires,and other methods to comprehensively grasp the current teaching situation of junior high school history classes and the real learning situation of junior high school history students,it is found that there is still room for improvement in the implementation of the "teaching learning evaluation" consistency theory in current junior high school history teaching.In order to solve these problems and truly put the consistency theory of "teaching learning evaluation" into practice in junior high school history classroom,it is necessary to pay attention to the design of key links in junior high school history classroom and solve the main contradictions.Through investigation,it is found that the factors that make it difficult to implement the consistency of "teaching learning evaluation" in junior high school history classroom teaching mainly focus on the design of "learning objectives" and "evaluation tasks".Therefore,in order to create a truly "teaching learning evaluation" consistent practical classroom,it is necessary to first establish scientific and reasonable junior high school history classroom learning objectives in combination with the 2022 version of the new curriculum,teaching material content,and student learning situation,Improve the operability and detectability of targets.Secondly,it is necessary to update the methods and methods of evaluation task design,through multiple evaluation methods such as formative,summative,and expressive,to reasonably design evaluation tasks for junior high school history classes,and to improve the rationality and effectiveness of evaluation tasks.On the basis of theoretical research and problem analysis,this article,relying on the current departmental version of junior high school history textbooks,takes the lesson "New Culture Movement" as an example to design a specific lesson example for a junior high school history classroom with "teaching learning evaluation" consistency,in order to provide a reference paradigm for junior high school history teachers to conduct "teaching learning evaluation" consistency classroom teaching design and practice.