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Construction of Diversified Academic Evaluation System of History Teaching Theory

Baoli Zhang

Abstract


The academic evaluation system, as an important content to help students better plan their future learning direction, in order to ensure the better development of students, teachers need to combine the actual teaching situation with the learning ability and speculative awareness of college students, and improve the evaluation system in a targeted manner in order to In the process of constructing a high-quality history classroom, the purpose of promoting the comprehensive development of students is achieved. This article starts with the obstacles faced by the academic evaluation of history teaching in colleges and universities, and finds a specific way to improve the evaluation system, hoping to provide reference for other teachers.

Keywords


Evaluation System; Higher Education; History Classroom; Diversification

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References


[1] Sun WP. The application of Gagne’s “nine-stage teaching” model in the course design of the “Secondary School History Teaching Method” in colleges and universities-teaching practice based on the “three-line construction” as an example. Journal of Liupanshui Normal University 2020; 32(01): 109-114.

[2] Chen EL, Guo C. The evolutionary trajectory and evolutionary logic of the teaching management system of colleges and universities in the past 70 years in New China——From the perspective of historical institutionalism. Journal of Sichuan Normal University (Social Science Edition) 2019; 46(05 ): 31-39.

[3] Zhuang HH. Difficulties and countermeasures of undergraduate history education reform in western colleges and universities——Taking the teaching practice of cooperative learning in Guizhou University as an example. Education and Culture Forum 2019; 11(01): 99-103+139.




DOI: http://dx.doi.org/10.18686/ahe.v4i10.2936

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