Research On The Consistency Of "Teaching,Learning And Evaluation" In High School Mathematics Classroom Under The Background Of Core Literacy

With the effective advancement of the new curriculum reform,the implementation of the curriculum concept of cultivating students’ core literacy has received more and more attention.The new college entrance examination has been implemented nationwide,with Guangxi Zhuang Autonomous Region as one of the last provinces to implement the new college entrance examination.How to carry out effective teaching and better connect classroom teaching with the new college entrance examination is a problem that should be solved in high school mathematics at present.With the development of China’s basic education curriculum reform,the research on the consistency of "teaching,learning and evaluation" has attracted more and more attention.At present,the consistency research of "teaching,learning and evaluation" in the field of education is mostly concentrated on the discussion of educational theory and the teaching of chemistry subjects,so there are few research results on the consistency of "teaching,learning and evaluation" in the field of mathematics education.And the research content is mostly focused on the consistency research of curriculum standards and final evaluation,so the consistency of "teaching and evaluation" of mathematics is mostly still at the theoretical stage or the level of teaching design based on this concept.Therefore,there is a lack of consistency research in all aspects of mathematics classroom teaching practice.That is,based on the background of core literacy,the analysis of the consistency of "teaching,learning and evaluation" in senior school mathematics classrooms is still in the development stage.In order to study the consistency of "teaching,learning and evaluation" in high school mathematics classrooms,19 classroom records of the chapter "The Concept and Properties of Functions" of 12 high school mathematics teachers were selected,and classroom observation methods,text analysis methods and interview methods were used to study the activities taught by teachers,the activities learned by students and the evaluation activities of teachers on students’ learning effects in the classroom,and the implementation status and problems of the consistency of "teaching,learning and evaluation" in high school mathematics classrooms under the background of core literacy were analyzed,and the main reasons for their inconsistency were analyzed.It is found that the implementation of the consistency of "teaching,learning and evaluation" in high school mathematics classrooms has insufficient pre-class preparation,the design of problems in the teaching process of teachers lacks standard guidance,the status of students as the main body is weakened,the knowledge points of teachers’ classroom teaching are inconsistent with the knowledge points required by the course standard,the design of classroom evaluation content is inconsistent with the teaching objectives,and the lack of student activities in the classroom teaching process.Through the combing process,the main reasons affecting the inconsistency of "teaching,learning and evaluation" in high school mathematics classrooms are as follows: Teachers do not analyze course standards thoroughly,some teachers lack evaluation literacy,and lack consistent standardized guidance.Based on the above findings,the research on the consistency of "teaching,learning and evaluation" in high school mathematics classroom under core literacy will take teaching design as the starting point for implementing the consistency of "teaching,learning and evaluation" in the classroom,and discuss the implementation path of consistency from the design of learning objectives,the design of evaluation tasks and the design of teaching activities.Combined with the consistent implementation path,the lesson "The concept of function" is taken as an example to design the case.