| With the gradual deepening of curriculum reform,the curriculum standards emphasize the organic combination of teaching,learning and evaluation to promote effective teaching,and the implementation of "Teaching-Learning-Evaluation consistency" is the key to judging the effectiveness of classroom teaching.As one of the main positions of language teaching,reading teaching is still in the situation that the teaching effect is not obvious and the learning efficiency of students is inefficient.Therefore,the teaching of Chinese reading in high schools based on "Teaching-Learning-Evaluation Consistency" is more worthy of active exploration and practice.Supported by the theory of "Teaching-Learning-Evaluation Consistency",this study clarified the practical action logic of "Teaching-Learning-Evaluation Consistency" through literature review,took Taylor principle and reverse instructional design as the theoretical logic,combined with the specific situation of high school Chinese reading teaching,and clarified the investigation basis of the current situation of high school Chinese reading teaching.Select the method of questionnaire survey to investigate some teachers and students of X high School in Taiyuan City,understand the current situation of "teaching-learningassessment consistency" in high school Chinese reading teaching,discover the existing problems,analyze the causes and put forward targeted teaching strategies,and use the classroom practice method to carry out teaching design for Grade 7 students of X High School in Taiyuan City,and apply the teaching strategies into practice.And further optimize the "Teaching-Learning-Evaluation Consistency" practice teaching.Through the questionnaire survey,it is concluded that "Teaching-Learning-Evaluation Consistency" often appears in the process of teaching Chinese reading in high school.Teachers set evaluation tasks at will;Students’ subject status in Chinese reading class is not obvious.The causes of the above problems can be seen: the existing teaching objectives lack accuracy;The evaluation task is not scientific;The design of teaching activities lacks integrity.According to the causes of the existing problems,the author puts forward the teaching strategy of high school Chinese reading based on the consistency of "TeachingLearning-Evaluation Consistency" : set clear teaching orientation;Construct a clear and perfect evaluation system;Optimize the teaching process reasonably.According to the above teaching strategies,the teaching design,practice and reflection are carried out for the optional compulsory second unit Lesson 8.In order to help teachers to re-examine high school Chinese reading,to improve the effectiveness of reading teaching classroom provides a new perspective.As the research on "Teaching-Learning-Evaluation Consistency" is not thorough enough,the practice time is short,and the teaching experience is insufficient,the research on high school Chinese reading teaching based on "Teaching-Learning-Evaluation Consistency" is still insufficient,and further research is still needed in the future study and work. |
