How to do a good evaluation class, what is the difference between this type of class and the new lecture, review class?

This topic, through my many years of teaching, I will talk about my assessment of the relationship between the class, new lectures, review courses, I hope you corrected.　　Lecture evaluation class in history teaching is an indispensable part. Especially in the revision stage, it shows its importance. However, in the current history teaching, most of the research on history assessment class stays on the surface, the lack of this type of teaching rules and methods of operation of the research and understanding, so that there is only testing without assessment or assessment class into the "answer class" and other phenomena. The following interview with the usual practice and thinking, to discuss how to do a good job in history assessment class. According to the content of the assessment, the history subject of the assessment class can be divided into four types: chapter practice random assessment, extracurricular homework routine assessment, unit testing stage assessment and semester exam summary assessment. In actual teaching, there are the following error tendencies in the lecture and assessment class, which should be avoided in the lecture and assessment.　　① Only the answer type. This is a relatively common phenomenon, that the assessment class is the answer to the answer, the answer to the end of the assessment is complete. In addition, they do not know how to start, do not know what to talk about, what to assess, what to analyze. Teachers in the evaluation class, can not speak clearly on specific topics to solve the problem, the reasons for the error and the measures taken, especially not combined with the typical examples of various types of questions, timely explanation of the answer method, to guide students how to review, how to think, how to answer questions (including format, writing standards, etc.), not good at training students through the guidance of the method of thinking, problem-solving skills and test-taking ability.　　② do not distinguish between primary and secondary type. A test paper, the questions are difficult and easy, which determines the difference in the difficulty of the questions, at the same time, the students mastered the level of knowledge and ability to have high and low, but also determines the uneven quality of the answer, in the assessment should be carefully analyzed, differentiated treatment. But some teachers do not analyze the paper statistics, not divided into primary and secondary, not categorized, from beginning to end, average force, regardless of how the students answer the question, regardless of the difficulty of the question, the strip flow type talk down. A waste of lecture time, two to affect the interest of students, three is not focused, that can only be counted as a failure of the class.　　③ Teacher lecture type. Historical assessment class should also reflect the "teacher-led, student-led" principle of inspirational teaching, in the teacher's overall analysis on the basis of the active participation of students, so that students to analyze their own, clearly identify their own problems and errors caused by the root cause, in order to promote self-evaluation of students and the ability to independently rectify the errors of the enhancement of the ability. It is necessary to avoid the erroneous practice of the teacher speaking to the end and the students only making records.　　④ The matter-in-progress type. Senior history test is a comprehensive test, generally focusing on the organic unity of knowledge and ability, especially focusing on the examination of knowledge of the sense of time and space and disciplinary thinking ability and the ability to migrate knowledge, therefore, the political assessment class must focus on the overall knowledge structure and knowledge of the time between the connection, the knowledge between the inner, essential, inevitable connection, can not be a headache! ", "foot". Strive to make students "learn from the past to understand the new", that is, both review, consolidate the old knowledge, but also new inspiration, new thinking and new gains, so that students know where the error, why it will be wrong, and how to stop wrong in the future, so as to play a threefold effect.　　⑤ Indulgent procrastination type. After the test is completed, the teacher must promptly and as soon as possible to review the test paper, the evaluation must be timely. "Strike while the iron is hot" in order to be successful, that is, students must take advantage of the students are still in the hot spot of thinking, quite familiar with the test questions, the answer to their own ideas are still very clear in a timely manner to assess. But some teachers issued the answer to the students, so that the students themselves on the right thing, on the existence of problems do not analyze, do not evaluate, or procrastination, drag on for a period of time to be unsettled, will affect the effect of the evaluation.　　On a good evaluation class can not only consolidate and deepen the knowledge learned, find, solve teaching problems, improve teaching, and can prompt students to constantly summarize and absorb the experience and lessons learned in the previous stages of learning, broaden their minds, inspire thinking, stimulate interest, and cultivate the ability. Therefore, in history teaching, evaluation class is an indispensable and important link, should be fully emphasized.　　First, the new lecture is characterized by "new". This requires us to study new methods, speak new flavors, and ensure new gains. In the case of the teaching object remains unchanged, the teaching content determines the teaching method. The same language class, the face of thesis, narrative, ancient poetry of different styles, teaching methods should be different; the same math class, the face of concepts, formulas, examples of different forms, teaching methods should be different. "Flavor" refers to the beauty of knowledge. Language class, to speak out its language beauty, rhyme beauty, image beauty, emotional beauty, philosophical beauty, the beauty of life, etc.; math class, to speak out its simple beauty, symmetry beauty, neat beauty, harmony beauty, strange beauty. New gain is new progress. Students have no new progress, can be verified through observation, feedback and other means.　　Second, the new lesson is linked to the old knowledge. This requires us, to guide students to review the old knowledge in a timely manner, to eliminate roadblocks. The old and new knowledge is relative. In the chain of knowledge, the knowledge that has been learned for the old knowledge, unlearned knowledge for the new. In the tight disciplinary system, the chain of knowledge is interlocked with each other, each link is indispensable, can not or broken. Therefore, all new knowledge is based on old knowledge. In the new lecture, the first link is to review the old knowledge, but only rely on this link does not know to repair the broken chain of knowledge. To really eliminate the roadblock, need to do more work - including after-school tutoring, centralized remedial classes, peer support, and so on.　　Third, new knowledge is not always difficult knowledge. This requires us, to accurately grasp the focus of teaching, avoid reading from the book, the main and secondary. The content of the new lessons are not all "new". Because no matter which subject, students are not "know nothing", "nothing". Because the new knowledge with the old knowledge as the background, is able to learn ahead of time or through the rapid scanning and roughly know a bad two. So when teaching new content, some knowledge is not "new" to the students. The "new" place, one is their self-study did not understand the knowledge, the second is the understanding of the wrong or not in place knowledge. In the new lecture teaching process to accurately grasp these "fresh" knowledge and will be the focus of teaching seriously, so that it is possible to effectively improve the efficiency of the classroom.　　Fourth, the task of review class 1, review knowledge. Attention should be paid to the basic concepts, basic points, basic laws, basic principles and other knowledge of the review, but also pay attention to the principles and rules, methods and steps and other knowledge of the review. The former is mainly understanding and also requires memorization; the latter is firstly memorization and secondly application. The former helps students perfect their knowledge structure and improve their cognitive level; the latter helps students solve practical problems and improve their basic skills.　　2. Perfecting knowledge. In the first study, due to a variety of reasons that lead to students learning errors, learning bias or learning is not comprehensive, not in place, etc., so it is necessary to check the gaps on the basis of a systematic review.　　3, digging knowledge. Some knowledge by a study is not possible to fully understand, so in the first study, can not be unfolded and should not be unfolded, can not be tapped and should not be tapped, this work needs to be done in the review. So review is not a simple repetition, you need to further excavate the material on the basis of the original, expand the material to deepen understanding.　　4, summarize knowledge. First, summarize the laws of knowledge to further deepen understanding; second, summarize the norms and methods of answering questions and techniques to improve the level of application; third, summarize the learning methods, further reflect and adjust themselves in order to learn more effectively.