An Action Research On The Composition Teaching In Primary School With Consistency Of Teaching-Learning-Evaluation

Composition teaching is an important part of primary school Chinese teaching,which carries a series of important tasks such as cultivating students’ writing ability,developing students’ intelligence and cultivating students’ cultural taste.However,there are many problems in the current composition teaching,such as rigid teaching process,which not only affects the effect of composition teaching,but also affects the cultivation of core quality.The Chinese Curriculum Standards for Compulsory Education(2022 edition)takes the core quality as a reference,and proposes that we should pay attention to realize the consistency of "teaching-learning-evaluation".On the basis of the investigation of the current situation of students’ composition,this study deeply analyzes the hidden causes behind the problems,applies consistency of "teaching-learning-evaluation" to the teaching of primary school Chinese composition teaching,and carries out action research to solve the problems of rigid teaching process,improve the current exercises difficulties,and realize the reform of composition teaching.To achieve the above research goal,this research mainly adopts questionnaire method,interview method and classroom observation method(online classroom observation method)to investigate the current situation of the teaching,there are a series of problems in the composition teaching,such as the limitation of the idea of composition,the low interest of students in composition,the rigidity of the process of composition teaching,and the formality of teaching evaluation.On the basis of research the teaching problem,this study carry out action research about consistency of "teaching-learning-evaluation",with Chinese teachers and students in L school class one and class four as a research object,with "the kaleidoscope of life " and "remember a game " two assignments task as text content,practice consistency of "teaching-learning-evaluation ".There are two rounds of action research: in the first round of action research,through the analysis of classroom standards,teaching content and basic learning situation,the teaching objective design is more reasonable,the evaluation task is organized in the implementation process of teaching activities,the adaptability with the teaching link is increased,and basically the consistency of "teaching-learning-evaluation" is realized.However,in this round of action research,there are also problems such as unfamiliar teaching evaluation application and insufficient classroom teaching interaction.After the end of the round of action research,the author reflected on the whole.In the second round of action research,more attention was paid to the flexible application of the consistency of "teaching-learning-evaluation",the richness of teaching activities and the application of evaluation in teaching.After the two actions,the whole action process and draw the following research conclusions: consistency of "teaching-learning-evaluation" guides teaching reform and can improve students’ writing ability;consistency of "teaching-learning-evaluation" can optimize classroom teaching structure and achieve higher quality teaching;consistency of "teaching-learning-evaluation" promotes the common development of both teachers and students in teaching.Finally,based on the summary and reflection of the two rounds of action research,the paper puts forward the consistency of teaching evaluation to composition teaching: based on the basic learning situation,take students as the main body of the classroom;strengthen the awareness of objectives,formulate reasonable teaching objectives;change the teaching method,improve the consistency among the teaching evaluation and evaluate.