Research On The Realization Strategy Of "Teaching-Learning-Evaluation Consistency" In Elementary School Mathematics Classroom

With the deepening of curriculum reform,"teaching-learning-evaluation consistency" has gradually attracted attention from academic circles as an significant way to promote educational evaluation reform and pursue effective teaching."Teaching-learning-evaluation consistency" not only helps to achieve classroom teaching goals,reform classroom education evaluation,but also promotes the professional development of teachers.However,in actual teaching,there is still a phenomenon of inconsistency between "teaching-learning-evaluation",and the problems of "teaching-learning-evaluation" in classroom teaching also need to be solved urgently.In view of this,this study is entitled "Research on the Implementation Strategy of "Research on the Realization Strategy of ’Teaching-Learning-Evaluation Consistency’in Elementary School Mathematics Classroom",focusing on three questions: First,what is the value of achieving "teaching-learning-evaluation consistency" in primary mathematics classrooms? Second,what is the current status of the implementation of"teaching-learning-evaluation consistency" in primary school mathematics classrooms?Third,what is the specific strategy for achieving "teaching-learning-evaluation consistency" in primary school mathematics classrooms?Focusing on the above problems,this study is carried out along the following ideas:firstly,the literature analysis method is used to sort out the relevant literature of "teaching-learning-evaluation consistency",understand the relevant research status and achievements,and analyze the components,core points and realization value of "teaching-learning-evaluation consistency" to form the theoretical basis and framework of this research.Secondly,combined with the classroom observation method and interview method,the current situation of "teaching-learning-evaluation consistency" of primary mathematics is investigated,the results and existing problems of "teaching-learning-evaluation" in primary mathematics classrooms are revealed,and the problems in the current situation are attributed and analyzed.Thirdly,aiming at the existing problem and the analysis of reasons of the consistency of "teaching-learning-evaluation" in primary school mathematics classrooms,this paper attempts to propose an implementation strategy for how primary school mathematics teachers can achieve the consistency of "teaching-learning-evaluation" in classroom teaching.Finally,according to the proposed strategy,cases of "teaching-learning-evaluation consistency" in primary school mathematics are presented.Specifically,this study mainly includes the following five aspects:The first part is an overview of "teaching-learning-assessment consistency" in primary mathematics classrooms.This part summarizes the components,core points and realization value of "teaching-learning-evaluation consistency".The components mainly include learning-teaching consistency,teaching-evaluation consistency,and learning-evaluation consistency;Core points include curriculum standards,objectives,learning,assessment;The realization value is explained from three aspects: achieving classroom goals,reforming classroom teaching evaluation,and improving teachers’ personal literacy.The second part is the current situation of "teaching-learning-evaluation consistency" in primary mathematics classrooms.Through the classroom observation method and interview method,the collected data was analyzed and processed,and analyzed whether the "teaching-learning-evaluation" of the observed classroom was consistent.Combined with interviews with teachers,it is found that the results of "teaching-learning-evaluation consistency" in the current primary school mathematics classroom are respectively reflected in: teachers have a certain sense of goals;teaching and learning activities can basically reach consistency;teachers have a certain sense of evaluation and the links of teaching,learning and evaluation are relatively complete.The three part is the analysis of the problems and causes of "teaching-learning-evaluation" in primary mathematics classrooms.Combined with the above analysis,it is found that there are still problems in the "teaching-learning-evaluation" of the current primary school mathematics classroom,which are mainly reflected in: in the design and achievement of classroom teaching objectives,there are problems that the goal design is detached from the curriculum standards and learning conditions,the goal is not clearly expressed,and there is a gap between the preset teaching goal and the actual situation.In terms of teaching objectives and teaching and learning activities,the problem of the disconnection between the content of teaching and learning and teaching objectives,and the difficulty of teaching and learning activities to achieve their goals,cannot be ignored.In terms of teaching objectives and evaluation,some evaluation tasks do not match teaching objectives,and it is difficult to achieve teaching objectives through feedback from evaluation activities.At the same time,the causes of the problems are analyzed,mainly because the target design is ambiguous,the teaching design is imperfect,and the evaluation literacy is lacking.The fourth part is the realization strategy of "teaching-learning-evaluation consistency" in primary mathematics classrooms.Based on the analysis of the current status of "teaching-learning-evaluation consistency" in primary mathematics classrooms and the specific problems,this study proposes the realization strategy of "teaching-learning-evaluation consistency" in primary mathematics classrooms: adhere to the goal-oriented approach,guide the whole process of "teaching" and "learning";Combined with reverse teaching design,implement "evaluation" and "learning" activities;Optimize classroom teaching evaluation and achieve the coordination of "learning" and "evaluation";Improve teachers’ professional qualities and promote the consistency of "teaching","learning" and "evaluation".The fifth part is the case presentation of "teaching-learning-evaluation consistency" in primary school mathematics classrooms.Based on the proposed strategy,combined with the reverse teaching design theory,this study presents the case design of "teaching-learning-evaluation consistency" by taking the "Average" and "Area of a Circle" in primary school mathematics as examples,in order to provide operational guidance for front-line teachers.