Research On "Consiformity Of Teaching Evaluation" In High School Chinese Reading Based On Curriculum Standards

The basic education curriculum reform proposes to implement teaching based on curriculum standards,which puts forward new requirements for teaching,learning,and assessment in the classroom.After the implementation of the new curriculum standards in 2017,new textbooks and new college entrance exams have been piloted one after another,and the "three new" situations have left some teachers at a loss.Therefore,it is an urgent task to investigate the "teaching-learning-assessment consistency" in the language reading classroom based on the curriculum standards in order to improve the scientific and effectiveness of the language classroom.To this end,this study analyzes the "teaching-learning-assessment consistency" in the reading classroom based on the high school language curriculum standards,and tries to answer the question of how much consistency there is between high school language reading classroom teaching and the curriculum standards.What are the areas of consistency and inconsistency? What are the factors that affect the level of consistency in high school reading classrooms? What strategies can be adopted to enhance the level of consistency in language classrooms? This study,on the one hand,enriches the theories related to the study of the consistency of instructional assessment,and on the other hand,is devoted to improving the teaching efficiency of language classrooms and enabling teachers’ professional competence to be further developed.First,a literature review of instructional assessment coherence and standards-based instruction was conducted using the literature method to define the three core concepts of instructional assessment coherence,standards-based instruction,and standards-based instructional assessment coherence,and to use theories related to educational assessment theory,taxonomy of educational goals,and reverse design as the basis of the study for an in-depth investigation.Secondly,the requirements and characteristics of the language classroom based on standards-based "teaching-learning-assessment" alignment are explored in the context of the 2017 edition of the high school language curriculum standards,and the requirements for teaching,learning,and assessment as well as the characteristics of language reading classroom teaching under the guidance of the curriculum standards are discussed respectively.In addition,the current situation of standards-based teaching-learning-assessment consistency in high school language reading classrooms was investigated in depth through classroom observations and teacher interviews,and the results showed that the consistency of standards-based teaching-assessment in language classrooms is not optimistic.The reasons for this are that teachers are not aware of the goals,lack of careful arrangement and consideration of teaching,and lack of evaluation skills.Finally,following the idea of proposing-analyzing-solving,this study attempts to propose ways and means to achieve standards-based "teaching-learning-assessment consistency" in language classrooms in terms of decomposition of standards,establishment of objectives,design of assessment tasks,and arrangement of teaching activities,in order to improve the effectiveness of standards-based high school language the aim is to improve the effectiveness of standards-based reading classroom teaching.