| The development of modern learning theory has put forward higher request for teaching,a learning objective corresponding to a teaching activity, accordingly, will produce an evaluation standard. School always plays a role, but the challenge is changing. What to teach, how to teach and how to evaluate, these three aspects are no longer independent of each other, educators need to pay attention to the correlation and coherence among them. Under the background of curriculum reform, teachers avoid focusing only on the knowledge and ignore the aim of process and methods,and the emotion experience. But it seems that they begin to focused on emotional aim and ignore the knowledge learning, the basic aim has not been implemented. Coherence of course become a problem in urgent to be researched.This article first focused on understanding of coherence and generalized the related research and review, then defined the coherence of course, summarized the coherence factor of curriculum. Then there is a detailed introduction to the Education Objective Taxonomy of Bloom. When analyzed the coherence of teacher’s Addition, this study used classroom observation method, interview and action research method. Through designing the interview outline and using the knowledge and cognitive process dimension classification framework to multidimensionally understand the teacher’s curriculum, the article found exiting problems and influencing factors, put forward improvement strategies among course coherence.Through studying the literature, it found that Research about coherence developed after the USA making curriculum standards, concentrated in mathematics and education in middle schools and universities.It researched on coherence of curriculum desi- gn, implementation, evaluation and curriculum standards.Study found that the teacher used examples, demo, etc to help students to master knowledge, and applied a variety of evaluation methods including evaluation criteria, asking questions, exercises, assignments to evaluate students’ learning, and to improve teaching. Although the teachers’ add teaching had a strong coherence in Understanding the Conceptual knowledge and Applying the Procedural knowledge. Buy his teaching more remained in the Memory Factual knowledge and Conceptual knowledge, was not a high level of cognitive requirement, which was incoherence with the curriculum standard.Study found that course standard, teaching experience, teaching resources, teachers’ subject matter knowledge and the understanding of the text, teaching time, the students’ cognitive level and so on all can influence the realization of teachers’ curriculum coherence. So this research suggested that curriculum design, implementtation and evaluation, must reflect the students’ main body status, according to the requirements of the curriculum standard interpretation text. Teachers, on the one hand, need to master systematic knowledge of subject matter, and have ability in applying subject matter knowledge to teaching. On the other hand, teachers need to pay attention to not only the skills of interaction between teachers and students but also the accuracy and ease of knowledge. At the same time, communication among teachers and material editor, education organizations and other education groups of teachers can help teachers to improve teaching and learning, which is helpful for achieving curriculum coherence. |
