Research On Teaching Strategy Of Classical Chinese In Junior Middle School Based On "Teaching-Learning-Evaluation Consistency"

In Chinese traditional culture,classical Chinese has a unique charm through time and space,making people often read new.The teaching of classical Chinese in junior middle school is of great significance to guide students to inherit traditional culture,enhance their cultural self-confidence and enhance their personal comprehensive quality.However,in the teaching of classical Chinese in junior middle school,many cases do not achieve the real teaching,teachers tired,students tired of learning,it is difficult to realize the pleasure of classical Chinese teaching and learning,teaching goals are not high.In order to truly realize the harmony between teaching and learning,teachers should have clear teaching objectives,appropriate teaching forms and effective evaluation methods.The teaching concept of "teaching-learning-evaluation consistency" advocates that the leading role of teachers and the main role of students should be closely coordinated in the teaching process,so as to effectively improve the classroom quality and promote students’ efficient learning.In recent years,the research on the consistency of teaching-learning-evaluation has been on the rise,and there are many researches on the teaching strategy of classical Chinesein junior middle school.From the existing research,"teaching-learningevaluation consistency" has gradually received the attention of the education sector,but also realized that teaching-evaluation consistency should be combined with the cultivation of students’ quality,but the domestic research mostly stays in the descriptive theory level,the theory research lacks the proper depth,lacks the concrete teaching case support.On the other hand,although some local front-line teachers are practicing the concept of "teaching-learning-evaluation consistency" vigorously,they are greatly influenced by external forces and lack of internal motivation and do not pay attention to timely reflection,induction and promotion.Generally speaking,the research on "teaching-learning-evaluation consistency" is not mature,and there is no effective combination of theory and practice,especially on the basis of "teaching-learning-evaluation consistency".Therefore,this paper starts with the theory of "teaching-learning-evaluation consistency",connecting the teaching-evaluation consistency and the teaching strategy of classical Chinese in junior middle school,which provides a great development space for the research of the paper.Based on the theory of "teaching-learning-evaluation consistency",this paper makes a close connection between "teaching-learning-evaluation consistency" and the teaching strategy of classical Chinese in junior middle school,this paper finds out the existing problems in the teaching of classical Chinese in junior middle school and analyzes the causes,further explores the teaching strategy of classical Chinese in junior middle school based on "teaching-learning-evaluation consistency",and seeks the practical way to improve the teaching level of classical Chinese in junior middle school.In addition to the introduction and conclusion,this paper is divided into four chapters.The first chapter is the unique exploration of "teaching-learning-evaluation Consistency",and discusses the basic connotation,theoretical basis and practical value of "teaching-learning-evaluation consistency".The second chapter is based on "teaching-learning-evaluation consistency" of the junior high school classical Chinese teaching investigation and analysis.The third chapter is based on the "teaching-learning-evaluation consistency" of the junior high school classical Chinese teaching strategy,specifically,the precise formulation of teaching objectives,reasonable design and evaluation,scientific creation of teaching activities.The Fourth Chapter is based on "teaching-learning-evaluation consistency" of the curriculum design and reflection of classical Chinese in junior high school.