Research On Strategies To Improve The Consistency Of Teaching-Learning-Evaluation In Classroom Teaching

The achievement of teaching goals has always been a problem that has troubled front-line teachers in classroom teaching.With in-depth study,some scholars proposed the consistency of teaching,learning and evaluation,thinking that is an important factor that restricts the classroom teaching effectiveness,at the same time,Some scholars apply it to classroom practices,both the theory and the practice all prove that the consistency of teaching-learning-evaluation as a technical path to enhance the effectiveness of classroom teaching is feasible and effective.However,the consistency of teaching-learning-evaluation has not been popularized and applied,there is still some inconsistency in classroom teaching.Therefore,this research will investigate the consistency of teaching-learning-evaluation of teacher's teaching behaviors,analyze the consistency of teaching-learning-evaluation in teacher's teaching design,and observe the consistency of teaching-learning-evaluation in classroom teaching,by comprehensive investigating the status quo of the consistency of teaching-learning-evaluation,finding out the reasons,and then coming up with the promotion strategy of the consistency of teaching-learning-evaluation in classroom teaching.The paper is divided into seven parts:The first part is introduction part,which mainly introduces the research background,research status,research ideas,research methods,research purpose andsignificance,research theoretical basis,and defines the concept related.The second part of this paper is the value of the consistency of teaching-learning-evaluation.Achieve good lessons and promote the achievement of teaching goals:Foster character and civic virtue and promote student'development.Achieve teachers and promote teacher's professionalization.The third part of this thesis is the investigation of the status of the consistency of teaching-learning-evaluation.Firstly,the paper applied the methods of investigation,and selected primary math teachers in Guizhou areas as research subjects to investigate the consistency of teaching-learning-evaluation in teacher's teaching behaviors.Then,the paper adopted case study,took division method as an example,and collected teacher's instructional design to analyze the consistency of teaching-learning-evaluation.Finally,the paper chose case study and classroom observation and observed the same class of 4 math teachers to analyze the inconsistent situations in classroom teaching.The fourth part describes the reasons that may cause inconsistency situations between teaching,learning and evaluation in the classroom teaching.The first reason is that teacher has a weak of aim consciousness.The second reason is that teachers are lack of knowledge of evaluation.The third reason is that teaching activities can not achieve teaching goal.The last reason is that teacher's instructional design is inadequate.The fifth part suggests that there are six ways to improve the consistency of teaching-learning-evaluation.Firstly,teacher should change their body consciousness,and take the student as the main body.Second,teacher should read up curriculum standards.Thirdly,teacher should perfect their teacher training system to improve the teacher's assessment literacy.Fourthly,teacher should intensify their efforts to enhance their assessment literacy.Fifthly,teacher should complete their instructional designs.Finally,teacher should take measures to ensure their teaching effect.According to those strategies,a practical test of teaching-learning-evaluation consistency has been conducted in the six part,and then the paper analyzed the consistency of teaching-learning-evaluation consistency in classroom teaching.The last part concludes and reflects on the whole research,proposing the shortcoming of the research:Firstly,research methods are subjective.Second,it is difficult to judge learning outcomes.Third,practice test is less.Fourthly,research ability is limited.