On this topic, through my years of teaching, I will briefly talk about the relationship between my class evaluation, new teaching and review. I hope you can make more corrections. Teaching evaluation is an indispensable part of history teaching. Especially in the review stage, it shows its importance. However, in the current history teaching, the research on the lecture and evaluation of history is mostly superficial, and there is a lack of research and understanding on the teaching rules and operation methods of this course, resulting in the phenomenon of only taking exams without evaluating or turning lecture and evaluation into a "question-and-answer class". The next interview combines the usual practice and thinking to discuss how to have a good history class. According to the content of evaluation, the evaluation process of history discipline can be divided into four types: random evaluation of chapter exercises, routine evaluation of extracurricular assignments, phased evaluation of unit tests and summative evaluation of semester exams. In actual teaching, there are the following kinds of wrong tendencies in teaching and evaluation, which should be avoided. 1 Only for answer types. This is a common phenomenon, and it is considered that evaluating a class is correcting the answer. If the answer is correct, the comment will be over. Besides, I don't know how to start, what to say, what to evaluate and what to analyze. In the evaluation class, the teacher can't explain clearly the problem-solving ideas, the reasons for the mistakes and the measures taken for specific topics. In particular, they will not combine typical examples of various types of questions, explain the answering methods in time, guide students how to judge questions, how to think and how to answer questions (including format and writing norms), and are not good at cultivating students' thinking methods, problem-solving skills and exam-taking ability through guidance. ② There is no distinction between primary and secondary. The difficulty of a test paper determines the difference in the difficulty of the test questions. At the same time, the students' level of knowledge and ability also determines the uneven quality of answers, which should be carefully analyzed and treated differently in the evaluation. However, some teachers don't make analysis and statistics on the test papers, regardless of primary and secondary, classification, from beginning to end, and exert their strength evenly. No matter how students answer the questions, no matter how difficult the questions are, they will proceed in an orderly manner. On the one hand, it wastes lecture time, on the other hand, it affects students' interest, on the other hand, the focus is not prominent, and it can only be regarded as a failed class. (3) The types of lectures given by teachers. History lectures and evaluations should also embody the heuristic teaching principle of "teacher-led, student-centered". On the basis of teachers' overall analysis, let students actively participate and analyze themselves, make clear the root causes of their own problems and mistakes, and promote students' self-evaluation and independent correction. We must avoid the mistake that the teacher tells the whole story and the students only take notes. (4) Practical. Most of the history exams in senior three are comprehensive tests, which generally focus on the organic unity of knowledge and ability, especially on the sense of time and space of knowledge, the ability of subject thinking and the ability of knowledge transfer. Therefore, we must pay attention to the overall knowledge structure and the time connection between knowledge in the teaching and evaluation of political lessons, and make clear the inherent, essential and inevitable connection between knowledge, and never "piecemeal" or "piecemeal". Strive to let students "review the past and learn the new", that is, not only review and consolidate the old knowledge, but also have new inspiration, new thinking and new gains, so that students can know where they are wrong, why they are wrong, and how to make no more mistakes in the future. ⑤ laissez-faire type. After the exam, the teacher must read the test paper as soon as possible, and the evaluation must be timely. The success of "strike while the iron is hot" is that students must comment in time when they are still in the hot spot of thinking, quite familiar with the test questions and clear about their own answering ideas. However, some teachers will print out the answers to students, let them do things right by themselves, and do not analyze and evaluate the existing problems, or delay them for a period of time, which will affect the evaluation effect. A good lecture and evaluation can not only consolidate and deepen the knowledge learned, find and solve teaching problems and improve teaching, but also encourage students to constantly sum up and absorb the experience and lessons of the previous stage, broaden their thinking, inspire their thinking, stimulate their interest and cultivate their abilities. Therefore, in history teaching, lecture and evaluation are indispensable and important links, which should be paid full attention to. First, the characteristic of new teaching is "newness". This requires us to study new methods, talk about new tastes and ensure new gains. Under the condition that the teaching object remains unchanged, the teaching content determines the teaching method. As Chinese classes, the teaching methods should be different in the face of argumentative essays, narratives and ancient poems with different styles. Being both math classes, facing different concepts, formulas and examples, the teaching methods should be different. "Taste" refers to the aesthetic feeling brought by knowledge. Chinese class should emphasize the beauty of language, phonology, image, emotion, philosophy and life. Mathematics class should talk about its beauty of simplicity, symmetry, neatness, harmony and strangeness. New gains are new progress. Whether students have made new progress can be verified by observation and feedback. Second, new teaching is linked with old knowledge. This requires us to guide students to review old knowledge and remove obstacles in time. Old and new knowledge is relative. In the knowledge chain, what has been learned is old knowledge, and what has not been learned is new knowledge. In a strict discipline system, the chain of knowledge is interrelated, and every link is indispensable and inseparable. Therefore, all new knowledge is based on old knowledge. In the new teaching, the first link is to review the old knowledge, but it is unknown to repair the broken knowledge chain only by this link. To really get rid of the obstacles, we need to do more work-including after-school tutoring, concentrated remedial classes, and mutual help among classmates. Third, new knowledge is not all difficult to learn. This requires us to accurately grasp the key points of teaching, and avoid following the book, regardless of primary and secondary. The contents of the new lectures are not all "new". Because no matter which subject, students are not "ignorant" or "omnipotent" Because new knowledge is based on old knowledge, it is possible to learn in advance or get a general idea of one evil and two evils through quick browsing. So when teaching new content, some knowledge is not "fresh" for students. What is "freshness" is what they didn't understand when they taught themselves, and what they misunderstood or didn't reach the designated position. In the new teaching process, we should accurately grasp these "fresh" knowledge and take it seriously as the teaching focus, so as to effectively improve classroom efficiency. Fourth, review the task of the class 1, review the knowledge. We should not only pay attention to the review of basic concepts, basic points, basic laws and basic principles, but also pay attention to the review of principles, laws, methods and steps. The former is mainly about understanding and memory; The latter is memory first, followed by application. The former helps students to improve their knowledge structure and improve their cognitive level; The latter helps students solve practical problems and improve their basic skills. 2. Improve knowledge. In the first study, due to various reasons, students have made mistakes, deviations, incomplete learning and inadequate learning. Therefore, we should check for leaks and fill gaps on the basis of systematic review. 3. Mining knowledge. Some knowledge can't be fully understood in one study, so it can't be developed or excavated in the first study. This work needs to be carried out during the review. Therefore, review is not a simple repetition, and it is necessary to further explore and expand the teaching materials on the original basis to deepen understanding. 4. Summarize knowledge. First, summarize the laws of knowledge and further deepen understanding; The second is to summarize the answering norms and methods and skills to improve the application level; Third, summarize the learning methods, further reflect and adjust yourself, so as to learn more effectively.