A Study On Junior Middle School History Classroom Teaching Based On The Consistency Of "Teaching-Learning-Evaluation" In Curriculum Standards

The schedule of junior history courses is limited.Compile for universal use junior middle school history teaching material content more rich.In the limited time,students should meet or even exceed the requirements of the curriculum standard of junior high school history,which poses a new high challenge to the teaching design of junior high school history teachers.Faced with the teaching bottleneck that needs to be broken through,if the teaching strategy of "teaching-learn-assessment consistency" can be skillfully applied in the history teaching design of junior high school,it will be essential to break through the difficulties in teaching design.First of all,this paper analyzes the current situation of "teaching-learning-evaluation consistency" in junior high school history teaching based on curriculum standards,and expounds the dilemma of the inconsistency between teaching and learning,classroom evaluation and teaching and learning.Then,the paper sorts out the current research on "teaching-learning-evaluation consistency",as well as the innovation points and research methods of this paper.Secondly,this paper defines the concepts of "curriculum standards-based","teaching-learning-evaluation" consistency and "teaching evaluation",and expounds the theoretical basis of this paper,namely,the taxonomy theory of educational objectives,the classroom evaluation theory and the classroom observation theory.Thirdly,from the dimensions of learning objective design,teaching evaluation design and so on,the implementation strategy of "teaching-learning-evaluation consistency" based on curriculum standards was formulated.Then,on this basis,it puts forward the teaching strategy of how to carry out the consistency of "teaching-learning-evaluation" in different classes of junior high school history,such as new teaching,exercises and review.Finally,different strategies for implementing the consistency of "teaching-learning-evaluation" under different class types are obtained.