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

"Alignment of teaching,learning,and assessment" as a fundamental principle for effective teaching and learning,it not only embodies the essential requirements of curriculum ideas such as "why to teach","what to teach","how to teach" and "how far to teach",but also responds to the needs of this "profession" in the process of promoting efficient teaching,and builds a "trinity" relationship with "objectives" as the core,thus providing a basis and possibility for correcting various deviations and establishing professional consciousness.The connotation of this concept is understood from the following two aspects: first,teachers should integrate the concept of "teaching-learning-assessment coherence" in the design of teaching activities,and give students a fresh learning experience;The second is to combine teaching,learning,and assessment in an effective way to promote a harmonious relationship between the three,so that students’ learning can become interesting and their feelings of learning cannot be ignored on the basis of the educational value.Teachers should strive to achieve this goal by fully adhering to the concept of combining cultural teaching and quality education in both teaching and assessment.Literary texts are rich in linguistic and humanistic values,connecting them to ancient times and leading to reality.Many words in modern Chinese come from literary language,and learning literary language can improve students’ cultural cultivation and expression ability.Today is the era of cultural exchange,and in the rapid development of information technology,cultural exchange between East and West is essential.Only when the nationals of a country have a high enough level of cultural literacy can they successfully absorb advanced foreign cultures.In order to make a country’s culture go abroad,we must start with the young generation,so that they can spread it consciously and scientifically.Therefore,how to introduce "teaching-learning-assessment consistency" into the teaching of literary languages has become the focus of this paper.This study uses literature research,questionnaires,and case studies to investigate the teaching strategies of "teaching-learning-assessment consistency" in junior high school literary texts in order to improve students’ core literacy and teaching quality.In addition to the introduction and conclusion,the text is divided into four chapters:The introductory section is an overview of the research on this topic,which explains the significance and innovation of combining "teaching-learning-assessment congruence" and junior high school literary teaching.The first chapter provides a theoretical overview of "teaching-learning-assessment congruence" and "junior high school literary teaching" and the interrelationship between them.The second chapter is divided into two parts: the first part investigates the current situation of junior high school literary teaching under the "teaching-learning-assessment consistency" and analyzes it;the second part is to make an attribution analysis of the problems of junior high school literary language teaching and the problems of junior high school literary teaching under the "teaching-learning-assessment consistency",and to point out the feasibility of combining the two.The third chapter uses reverse instructional design,that is,following the sequence of instructional objectives-assessment design-instructional activities,and proposes effective teaching strategies for teaching middle school literary texts under the "teaching-learning-evaluation alignment".In Chapter four,the effectiveness of the proposed teaching strategies is verified from the aspects of teaching design and teaching practice by taking the example of the ninth grade textbook of the Ministry of Education’s version,"The Table of the Teacher".The concluding section presents the conclusions and shortcomings of this study.