Research On The Design Of Chinese Classroom Assignments In Primary School Based On The Integration Of Teaching,Learning And Evaluation

With the deepening of curriculum reform based on standards,especially the issuance of Chinese Curriculum Standards for Compulsory Education(2022 Edition),the importance of the integration of teaching,learning and evaluation in classroom evaluation has been highlighted again.However,most of the researches are about the whole classroom teaching and do not focus on the classroom assignment design.Classroom work is an important way of classroom evaluation.Its design should follow the integration theory of teaching,learning and evaluation,and play the function of classroom work evaluation and improving teachers’ teaching and students’ learning.Based on this,in accordance with the three-factor structure of learning-teaching consistency,teaching-evaluation consistency and evaluation-learning consistency,this study constructs the appropriate framework for the design of primary school Chinese classroom work with the integration of teaching evaluation.A hybrid research method combining observation method,text analysis method and interview method is used to investigate the teacher’s teaching plan and students’ homework as the research text,and the relationship between teaching objectives and classroom homework and students’ learning results are analyzed.And six primary school Chinese teachers of different grades as the objects of classroom observation and interview,from the "teaching","learning","evaluation" behavior and behavior chain,as well as the design and application of classroom work,the implementation of classroom work were observed.Combined with the framework of the observation table,the corresponding interview outline is developed to have an in-depth understanding of the observed phenomenon.Based on the supposed state of the classroom work design of integration of teaching and assessment,the following problems are found in the classroom work design of integration of teaching and assessment through the comparison of the actual situation: in the setting of teaching objectives,the target source is single,the expression of behavioral verbs and behavioral conditions is not standardized;Classroom work implementation process deviates from teaching objectives.In terms of the consistency between learning and teaching,the homework design is simple,which can not fully meet the needs of students.The class work is vague and students can hardly understand the teacher’s intention.Teaching and learning are too consistent,limiting the development of students’ thinking.In the aspect of teaching-evaluation consistency,the evaluation criteria are vague or even non-existent.Emphasis on diagnosis and light guidance,weak evaluation effect.In terms of evaluation-learning consistency,learning information collection is not comprehensive and students’ participation is low.The simple processing of learning information fails to promote effective learning.In the consistency of teaching evaluation,the behavior chain is trivial and scattered,which is difficult to promote the achievement of the goal.Focus on lower goals(cognition)and lower on upper goals(ability and personality)and achievement degree;Mismatch between goals and learning outcomes.The main reason is that teachers’ consciousness of teaching goal orientation is not strong,and their learning results do not meet expectations.The lack of evaluation literacy affects the integration of teaching,learning and evaluation.The lack of detailed design of classroom work,failed to play the role of teaching,learning,evaluation integration.In order to promote the transformation of primary school Chinese classroom work design from reality to the expected pattern of integration of teaching,learning and evaluation,this study proposes the following optimization strategies for problems in classroom work design:focusing on teaching objectives and integrating the key points of integration of teaching,learning and evaluation;Highlight the position of students,adhere to the learning outcomes of students as the focus;Construct evaluation standard,improve classroom work evaluation ability as the breakthrough point;Evaluation drives learning,and timely collection and utilization of learning information is the support point.