基于“教–学–评”一致性的初中小说阅读教学探索——以《孔乙己》为例

An Exploration of Novel Reading Instruction in Junior High School Based on “Teaching-Learning-Assessment” Consistency—Taking the “Kong Yiji” as an Example

摘要: 初中小说阅读教学中，教师的教学、学生的学习和课堂的评价常常相互脱节。为了解决这一问题，教师可以运用“教–学–评”一致性的理念来设计教学思路。以《孔乙己》为例，这一思路主要通过三个步骤来落实。第一步是设定清晰的学习目标，教师根据课程标准、教材内容和学生实际情况来确定教学重点。第二步是设计对应的评价方案，评价方式和标准要紧扣学习目标，及时了解学生的学习情况。第三步是组织有效的学习活动，活动过程要围绕目标和评价展开，支持学生深入理解文本。在“教–学–评”一致性理念的指导下，通过确保学习目标、评价方式与学习活动的高度统一，能够有效增强学生的阅读能力，并为小说阅读教学提供可行的改进路径。

Abstract: In junior high school novel reading instruction, there is often a disconnect among teachers’ teaching, students’ learning, and classroom’s assessment. To address this issue, teachers can apply the principle of “Teaching-Learning-Assessment” Consistency to guide instructional design. Taking the “Kong Yiji” as an example, this approach is implemented through three main steps. The first step is to establish clear learning objectives, which are determined based on curriculum standards, textual content, and students’ actual learning conditions by teachers. The second step involves designing a corresponding assessment framework, ensuring that evaluation methods and criteria are closely aligned with the learning objectives to monitor students’ progress in a timely manner. The third step is to organize effective learning activities, with the instructional process centered on the objectives and assessments to facilitate students’ in-depth understanding of the text. Guided by the principle of “Teaching-Learning-Assessment” Consistency, the close integration of learning objectives, assessment methods, and instructional activities can effectively enhance students’ reading competence and provide a feasible pathway for improving novel reading instruction.