A Study Of Group Reading Teaching In High School Based On "Teaching-Learning-Assessment Consistency"

As a new teaching method,group reading has received widespread attention from the teaching community because of its advantages of expanding students’ reading and improving their thinking.However,in the process of teaching group reading,problems such as misalignment of objectives and ineffective teaching have arisen.Therefore,in order to truly bring the unique value of group reading into play,further exploration is needed on the basis of practice to find new ways of thinking about the effectiveness of group reading.As the standards-based curriculum reform continues to deepen,"teaching-learning-assessment consistency" has become the focus of classroom teaching research in the teaching community,becoming an effective way to improve the quality of current classroom teaching.This paper applies the teaching principle of "teaching-learning-assessment consistency" to the study of group reading in high school languages.This thesis aims to provide front-line teachers with the opportunity to develop their own teaching strategies.This thesis aims to provide a pedagogical reference for front-line teachers to teach "teaching-learning-assessment consistency" in group reading,to help teachers improve the teaching effectiveness of group reading,and to promote students to better achieve their learning goals.The paper is divided into the following three parts:In the first part,classroom observation is the main method,supplemented by questionnaires and interviews,to investigate the current situation of "teaching-learning-assessment consistency" in high school language group reading,to discover the problems in high school language group reading teaching,and to analyse the reasons for "teaching-learning-assessment" inconsistency in high school language group reading.This study investigates the reasons for the inconsistency of teaching-learning-assessment in group reading.In the second part,according to the reasons for the inconsistency of "teaching-learning-assessment" in reading group texts in high school,we propose three strategies for "teaching-learning-assessment consistency" in reading group texts in high school from three aspects: formulating learning objectives,pre-designing and implementing learning assessment strategies,and designing and carrying out learning activities.This paper proposes strategies for the implementation of "teaching-learning-assessment consistency" in group reading in senior secondary languages.In the third part,a teaching design is completed based on the implementation strategy of "teaching-learning-assessment consistency" for group reading in high school languages,taking classical love poems as an example.