Research On The Application Of Performance Assessment In The Teaching Of Ideological And Political Course In Senior Middle School

In the context of the curriculum reform based on core literacy,the reform of the evaluation system is the right thing to do to implement the curriculum reform of high school ideology and politics.The General Plan for Deepening Educational Evaluation Reform in the New Era states that the effectiveness of moral education should be taken as the fundamental standard and basis for educational evaluation,which points out the direction of evaluation reform and clarifies once again the unique status of evaluation in the education system and its far-reaching significance in students’ development.As a new assessment paradigm,performance assessment further expands and deepens the scope and functions of assessment,and plays an incomparable and significant advantage in measuring and assessing students’ higher-order abilities such as dialectical thinking skills,political awareness,social participation and subject core literacy.At the same time,under the new curriculum reform trend of high school ideology and politics curriculum,the innovation of assessment mechanism directly refers to the subject core literacy,emphasizing the construction of assessment mechanism to promote the development of students’ ideology and politics subject core literacy.This provides an opportunity and space for the development of performance assessment in high school ideology and politics teaching.Performance assessment aims to cultivate students’ core literacy and deep learning ability,and these unique advantages make it stand out among all kinds of assessment methods.The use of performance assessment in high school ideology and politics can effectively compensate for the limitations of traditional paper-and-pencil tests,improve the professionalism and teaching ability of Civics teachers,and stimulate students’ learning motivation and active construction.At the same time,constructivism theory and multiple intelligence theory have laid a rich theoretical foundation for the effective use of performance assessment in high school ideology and politics teaching.At present,Performance assessment has achieved certain results in high school ideology and politics teaching: the frequency of performance assessment has increased,teachers and students have a high recognition of the value of performance assessment,but due to various internal and external conditions,there are still some problems that need to be solved,such as the formulation of assessment objectives focusing on test-taking,the formulation of assessment criteria is slightly ambiguous,the selection of assessment methods is biased towards pattern,and the setting of assessment subjects is slightly The reasons for this are mainly related to the traditional education.The reasons are mainly related to the constraints of traditional educational concepts,the lack of teachers’ evaluation skills,the lack of students’ subject status and the lack of external systematic professional training and guidance.In order to optimize the effectiveness of performance assessment in high school ideology and politics,we should take classroom teaching as the main front and teachers’ teaching as the breakthrough point,and promote four points of emphasis,namely,transforming and reshaping the concept of teaching evaluation,improving teachers’ professionalism in using Performance assessment,stimulating students’ subjectivity in performance assessment,and coordinating external support systems,in order to further improve the effectiveness of performance assessment in high school ideology and politics teaching and its role in students’ development.The purpose of this study is to further enhance the effectiveness of Performance assessment in high school ideology and politics teaching and its key role in students’ development.