I. Introduction
With the deepening of the new curriculum reform, the academic quality standards of high school history have attracted more and more attention. In order to better evaluate students' academic Xi and improve the quality of teaching, this study designed a set of expressive evaluation rubrics based on the academic quality standards of high school history. The purpose of this study is to design a set of scientific and reasonable performance evaluation rubrics according to the academic quality standards of high school history, so as to better evaluate students' academic Xi achievements and improve the quality of teaching.
2. Literature review
Research status at home and abroad
At home and abroad, research on the academic quality standards of high school history has achieved certain results. In foreign countries, some developed countries have established a relatively complete system of standards for the quality of history studies, which provides an important reference for teaching and evaluation. In China, with the deepening of the new curriculum reform, the academic quality standards of high school history have also received more and more attention. Some scholars and practitioners have actively explored the formulation and implementation of high school history academic quality standards, and have achieved certain results. However, in practice, we have also found that there are some problems, such as the lack of clarity in evaluation criteria and the single evaluation method. Therefore, the purpose of this study is to design a set of scientific and reasonable expressive evaluation rubrics to better evaluate students' academic Xi outcomes.
Research implications
The significance of this study is mainly reflected in the following aspects: First, this study is helpful to improve the standard system of high school history academic quality and improve the quality of teaching. By designing scientific and reasonable expressive evaluation rubrics, we can better evaluate students' learning Xi achievements, find out the problems in teaching, and provide important references for teaching improvement. Secondly, this study contributes to the all-round development of students. Through diversified evaluation methods, we can better pay attention to the individual differences and needs of students, respect the subjective status of students, guide students to actively participate in teaching activities, and give full play to the main role of students. Finally, this study is helpful to promote the in-depth promotion of the new curriculum reform. By exploring the design of the expressive evaluation rubric based on the high school history academic quality standards, it can provide important support and guarantee for the in-depth promotion of the new curriculum reform.
3. Research Methodology
In this study, literature research, questionnaire survey and case analysis were used to conduct research. The specific research methods are as follows: firstly, by reviewing relevant literature and materials, we can understand the research status and practical experience of high school history academic quality standards at home and abroadSecondly, the questionnaire survey method was used to understand the needs and expectations of high school history teachers and students for expressive evaluation rubricsFinally, the case study method is used to conduct empirical research and effect evaluation of the designed performance evaluation rubric.
4. Research results and analysis
Design principles for expressive evaluation rubrics
When designing the performance evaluation rubric, the following principles should be followed: first, it should reflect the requirements of the high school history academic quality standards;Second, we should pay attention to the individual differences and needs of students;Finally, it is necessary to pay attention to the use of diversified evaluation methods. Specifically, the expressive evaluation rubric should include the following aspects: first, the evaluation objectives should be clear and specific;Second, the evaluation indicators should be scientific and reasonable;Third, the evaluation methods should be diversified and flexibleFourth, the evaluation results should be objective and fair.
The specifics of the expressive evaluation rubric
According to the requirements of high school history academic quality standards and the actual needs of students, this study designed a set of performance evaluation rubrics including four aspects: first, the evaluation of the mastery of historical knowledge;The second is the evaluation of historical thinking ability;The third is the evaluation of historical Xi methods and skills;Fourth, the evaluation of emotional attitudes and values. Each aspect has specific evaluation indicators and evaluation methods. For example, in the evaluation of the mastery of historical knowledge, the evaluation can be carried out through classroom tests, homework completion, etc.;In the evaluation of historical thinking ability, it can be evaluated through classroom discussions, history, etc.;In the evaluation of historical Xi methods and skills, the evaluation can be carried out through Xi notes, class participation, etc.;In the evaluation of emotional attitudes and values, it can be evaluated through classroom observation and student self-evaluation.
An empirical study and effect evaluation of expressive evaluation rubrics
In order to verify the validity and feasibility of the performance evaluation rubric designed in this study, an empirical study and effect evaluation were carried out in a high school history class. Through the implementation of the expressive evaluation rubric, students' interest and enthusiasm in historical Xi have been significantly improved, and students' historical thinking ability and Xi learning methods have also been significantly improved. At the same time, the teaching quality and teaching effect of teachers have also been significantly improved. The specific data showed that after the implementation of the performance evaluation rubric, the average score of students' history performance increased by x%, the score of historical thinking ability increased by x%, and the students' satisfaction with the Xi of history also reached more than x%. These data demonstrate the validity and feasibility of the performance evaluation rubric designed in this study.
V. Conclusions and prospects
This study was based on the design of the performance evaluation rubric of the high school history academic quality standard. Through literature review, questionnaire survey and case analysis, it is concluded that the performance evaluation rubric designed based on the academic quality standards of high school history can effectively evaluate students' academic Xi and improve the quality of teachingAt the same time, it can promote the all-round development of students and promote the in-depth promotion of the new curriculum reform. In the future, we can further explore how to apply modern scientific and technological means to the design of expressive evaluation rubrics to improve the accuracy and efficiency of evaluation.
What do you think, need more information, welcome to leave a message in the comment area, pay attention, and don't get lost.