| Since the new curriculum reform was launched at the beginning of the 21 st century,scholars in China have been exploring ways to achieve highly effective classrooms.The concept of "Teaching-learning-assessment coherence" is in line with the new standards-based curriculum,and is able to achieve clear learning objectives and assessment while maintaining student-centredness,effectively improving teaching efficiency and promoting students’ core literacy development.How to promote the implementation of the concept of "Teaching-learning-assessment coherence" is an important issue that needs to be addressed.This study starts from teaching design,based on the behavioural goal theory and reverse teaching design theory,and uses literature research,interview method and experimental research method to carry out research on the teaching design of junior high school physics based on the concept of "Teaching-learning-assessment coherence",which mainly answers two questions:(1)What is the current situation of "Teaching-learning-assessment coherence" in junior high school physics?(2)What kind of teaching design can promote the implementation of "Teaching-learning-assessment coherence" ?Interviews with teachers revealed the following problems with the current "Teaching-learning-assessment coherence" approach to junior secondary physics teaching: firstly,learning objectives are not written specifically;secondly,assessment is not closely integrated with the objectives;and thirdly,assessment is not reflected in the teaching design.The main reasons for these problems are: firstly,the sense of goal orientation is not strong,and assessment and teaching activities are not led;secondly,the teaching design is not detailed,and the assessment design is partially missing.In response to these problems,the retrograde teaching design is refined,with the addition of a consistency check link,and a "Teaching-learning-assessment coherence" teaching design process is proposed.The teaching design process is theoretically validated through the consistency check process.A two-month practical experience of teaching junior secondary school physics,analysing students’ performance and conducting interviews with students to test the effectiveness of the "Teaching-learning-assessment consistency" teaching design process.The main findings of the study are as follows:(1)Under the theory of reverse instructional design,the process of "Teaching-learning-assessment coherence" was developed;(2)The learning objectives-assessment task congruence checklist and the learning objectives-teaching activities congruence checklist were developed based on Weber’s congruence guidelines;(3)The design steps of clear and actionable learning objectives are derived under behavioural goal theory.The innovations include: firstly,the transfer of the behavioural goal theory to the reverse instructional design,so that the goal design process can be refined;secondly,the addition of a consistency check process after the reverse instructional design. |
