A Study Of "Teaching - Learning - Evaluation Of Consistency" In Classroom Teaching

With the development of the new curriculum reform, there is growing attention to the effectiveness of classroom instruction. Although scholars have put forward their views on the standards of effectiveness teaching, to improve the effectiveness of teaching is still difficult. By analyzing Tyler rationale and backward design, we find that there is an important factor to decide whether classroom teaching effective or not--"the consistency of teaching, learning and evaluation”. Therefore, this paper aims to find out the difficulties in improving effective teaching by study the consistency between teaching, learning and evaluation in classroom. This study selected 5 teachers of the 8th grade in Kunming Y middle school as the research object. The research will begin by observing their teaching and interviewing them.This study contains four parts. First of all, this article describes the source of the problem, the significance, and the theoretical basis and research methods in the first part. And then, I clarify the status quo of “the consistency of teaching, learning and evaluation” and define the core concept. The third part analyzes the inconsistent situations in classroom teaching. Based on the inconsistent situations, I analyze the causes and make recommendations for improvement in the last part.There are three reasons cause the inconsistency between teaching, learning and evaluation. The first reason is that teachers lack of aim consciousness. Teachers didn’t plan classroom teaching and learning particularly is the second reason. Finally, lacking of knowledge of evaluation is an important reason of inconsistency.For these reasons, this study suggests three ways to improve the consistency between teaching, learning and evaluation. First, teachers should pay more attention to teaching goals; then, teachers should pay more attention to instructional design; finally, teachers should learn more about teaching evaluation.