Teaching Research On "Big Problem" Integration With Classroom Learning Evaluation

The current classroom teaching reform proposes that teaching is an integral process and classroom teaching is a process of interactive generation, which is generative and developmental. Classroom questioning as the most common and most basic teaching means of classroom teaching should be the most direct and effective way to promote interactive generation and development of classroom teaching. However, the low difficulty coefficient, the single questioning way and the low level of problems openness, etc. exist in the current classroom questioning, leading to failing to accomplish the interactive generation and development of classroom teaching. Therefor, proposing the strategy of “big question” promotes the interactive generation and development of classroom teaching by adapting “big question”. With the update of the knowledge view, view of curriculum and learning, evaluation view also changed. From evaluation ignoring the teaching to serving the teaching, to composing the teaching, evaluation is viewed as a part of teaching and play a role in teaching. The new value orientation of classroom learning assessmentproposes that the learning process of students should be payed attention, the teaching goals should be accomplished in teachers-students interaction, the ability of students’ conscious education should be cultivated, those of which is the new requirements to classroom teaching. The essence of “big question” teaching is to develop the thinking ability of students in the process of interactive generation by forming and using the students resources for the students learning difficulties and obstacles. “Big question” teaching meets the requirements of the classroom learning assessment to classroom teaching, meanwhile, classroom learning evaluation also enriches and improves "big question" teaching.“Big question” is the bridge of the integration between classroom learning assessment and class teaching, enabling the class learning evaluation to integrate in “big question” teaching, the integration process of two is the process of the "big problem" teaching.Based on such relationship and purpose, the paper mainly discusses and analyze from the perspective of “big problem” teaching. Discussing the process of “big question” teaching actually also explain the integration process of “big question” and classroom learning assessment. Firstly, this paper discusses the integrated necessity and feasibility of “big question” teaching and classroom learning assessment. “Big question” teaching is the basis of classroom learning assessment, which promotes teaching by using classroom learning evaluation to analyze and discover resources. The two accomplish the consistency of their goals, tasks and process by “big question”. Secondly, this paper discusses how to design the “big question” teaching, and proposes that design should be according to the teaching material structure, students’ thinking features, students’ learning difficulties and obstacles and teaching goals, requiring that build the teaching goals from curriculum standard, teaching materials, students and educational value, ruling that learning activities conform to the students’ thinking development characteristic, enabling the student to obtain sufficient experience, prompting specific and externalized resources. Thirdly, this paper discusses how to research and analyze the resources to grasp the students’ learning state, which is the prerequisite of “big problem” teaching. This part mainly analyzes the goal difference and difference reasons of the resource generation from the perspective of accomplishing the teaching goals and “big question” teaching, generated resources fall into leading resources, promoting resources, adjustive resources, extending resources and reflective resources. Lastly, this paper emphatically discusses how to promote classroom teaching through using resources; particularly explain the promoting process of “big question” teaching, associated with specific teaching cases, from the preview before class and leading in, showing and evaluation of resources, summary and improvement, four parts related closely.