Pursuing "Teaching-Learning-Evaluation" Consistency

Unified junior high school Chinese textbooks has made active and effective explorations in the comprehensive Chinese learning section,on the other hand enhanced the operability of comprehensive learning and made the logical framework clearer.However,it is hard to return.The chaotic state of comprehensive Chinese learning for more than ten years is difficult to reverse in a short period because of the updating of teaching materials.Therefore,teachers need to update their educational concepts,carry out theoretical constructions,design scientific and standardized,and highly operable teaching strategies in the teaching of comprehensive Chinese learning.In order to explore a feasible path for the teaching strategies of comprehensive Chinese learning in junior high school based on the “teaching-learning-evaluation consistency”.This thesis explains the characteristics and implementation requirements of comprehensive Chinese learning in junior high schools,under the background of new curriculum reforms and new textbooks.At the same time,introducing Bloom's educational objective taxonomy theory and "teaching-learning-evaluation consistency" theory into the study of comprehensive Chinese learning.Explaining significance of these two theories in solving problems of current comprehensive Chinese learning and inaccurate positioning of teachers' teaching goals,teaching randomness,weak student consciousness,inadequate testing and evaluation.Under the premise of thinking about “why to teach”,“what to teach”,“how to teach” and “to what extent”,the three stages of achieving“teaching-learning-evaluation consistency” in education and teaching are summarized.Firstly,refining the curriculum standards and establish specific teaching goals scientifically;Secondly,setting up pre-evaluated,accurate design and measurable evaluation goals;Finally,making plans and arrange scientific for reasonable teaching activities.Then the inverse design route of "learning objective-evaluation task-learning activities" is applied to the teaching strategies of comprehensive Chinese learning in junior high school,So that proposing three comprehensive learning strategies in pursuing “teaching-learning-evaluation consistency”,Thus formulating appropriate learning goals;building a scientific evaluation system;arranging reasonable teaching activities based on learning goals and evaluation goals.It has built a theoretical platform for the teaching of comprehensive Chinese learning in junior high school.In addition,basing on the research results of these three teaching strategies,this thesis respectively designs three teaching samples for the seventh,eighth,and ninth grade at the practical level,and conducting the empirical research for teaching strategies of comprehensive Chinese learning in junior high school based on“teaching-learning-evaluation consistency”.So that provide a reference for the teaching of comprehensive learning in the first-line junior high school Chinese teachers.