Research On The Problems And Countermeasures Of Instant Evaluation In Ideological And Political Classroom Teaching In Senior High School

Education promotes national development,and a strong education leads to a strong nation.General Secretary Xi Jinping emphasized in the report of the 20 th Party Congress that "education,science and technology,and talents are the fundamental and strategic supports for building a modern socialist country in an all-round way." This highlights the significance of education,not only as the foundation for technological innovation and talent cultivation but also as crucial to the development of the nation.Education evaluation serves as a key indicator for the development of the education system,directly influencing its direction and quality.Therefore,deepening education evaluation reform has become a focal point of the new curriculum reform.Immediate evaluation in classroom teaching has attracted extensive attention as a critical component of implementing education evaluation reform.The high school ideological and political course is pivotal in fulfilling the fundamental task of fostering moral integrity and cultivating well-rounded individuals.Proper and accurate Immediate evaluation during classroom teaching plays an important role in achieving this task by nurturing comprehensive socialist builders and successors.Teachers’ appropriate use of Immediate evaluation allows for the timely identification and rectification of students’ problems and deficiencies,thereby improving their ideological and political qualities.However,in practical teaching,there are still a series of issues that urgently need to be addressed.Based on the existing research and empirical investigation,this paper analyzes the current application of Immediate evaluation in classroom teaching,explores the problems and their underlying causes,and proposes comprehensive strategies.The discussion in this paper unfolds in four parts:In the first part,the importance of immediate evaluation in high school ideology and politics classroom teaching is clarified,the three dimensions of students’ core literacy,learning effectiveness and teachers’ professional ability are discussed,and the concept of immediate evaluation in high school ideology and politics is defined,and then its characteristics of immediacy,interactivity and extensiveness are analyzed and classified into different types according to different criteria,which can lay a solid foundation for subsequent research.In the second part,investigate and analyze the current situation of instant evaluation in high school ideology and politics classroom teaching,and summarize the existing experience and problems of instant evaluation in high school ideology and politics classroom by analyzing the results of classroom transcripts,questionnaires and interview transcripts,and analyze the problems from different perspectives of evaluation subjects,contents,methods and timing.In the third part,we analyze the causes of the current problems of instant evaluation in high school political science classrooms,and objectively analyze the causes of the problems from three dimensions: teachers’ conceptual awareness,operational skills and students’ participation barriers.This part is the final point of the article,based on the above-mentioned analysis of the problems and causes in the high school ideological and political classroom,so as to propose strategies to maximize the benefits of immediate assessment.