“教学评一体化”视角下的初中历史课堂学习评价

Classroom Learning Assessment in Junior High School History from the Perspective of the “Integration of Teaching, Learning and Assessment”

摘要: “教学评一体化”作为课程标准导向下教学实施的有效路径，深受一线教师与教研人员重视。但当前初中历史课堂学习评价存在教、学、评脱节等问题，制约学生历史学科核心素养培养，具体表现为学情诊断不准、教评目标不符、教学方法单一、补救环节缺失。为此，本文立足“教学评一体化”，构建中学历史课堂学习评价“五步战略”，形成五位一体教学闭环：以学情诊断锚定教学目标，结合课标与学情明确目标，匹配适配教学方法，依托目标导向评价检验成效，依据评价结果开展针对性补救，切实解决学生学习漏洞。

Abstract: As an effective path for teaching implementation under the guidance of curriculum standards, the “integration of teaching, learning and assessment” has attracted great attention from front-line teachers and researchers. However, the current learning evaluation in junior high school history classrooms has problems such as the disconnection between teaching, learning and assessment, which restricts the cultivation of students’ core literacy in history. Specifically, it is manifested in inaccurate diagnosis of students’ learning situation, inconsistency between teaching and assessment objectives, single teaching method, and lack of remedial links. To this end, based on the “integration of teaching, learning and assessment”, this paper constructs the “Five-Step Strategy” for learning evaluation in middle school history classrooms, forming a five-in-one teaching closed loop: anchoring teaching objectives through diagnosis of students’ learning situation, clarifying objectives combined with curriculum standards and students’ learning situation, matching appropriate teaching methods, testing effectiveness relying on goal-oriented evaluation, and carrying out targeted remediation according to evaluation results, so as to effectively solve students’ learning loopholes.