“教–学–评”一致性的语文大单元教学设计——以统编版小学语文教材四年级下册第八单元为例

“Teaching-Learning-Assessment” Consistency in Chinese Language Teaching Design for Large Units—Take Unit 8 of the Fourth-Grade Lower Semester Chinese Language Textbook from the Unified Edition as an Example

摘要: 本文围绕“教–学–评”一致性展开对语文大单元教学设计的探讨，将教学目标、教学活动以及评价策略进行有机融合，以此来提高课堂教学质量。首先梳理“教–学–评”一致性的理论基础，教学目标、学习活动与评价设计的协调统一，是课堂教学有效的关键所在。接着阐述语文大单元教学设计的必要性，其对学生语文核心素养以及语文学科知识的提升有着有力的促进作用；随后依据“教–学–评”一致性，对语文大单元教学设计的核心要素展开系统分析，其中包括情境任务的科学设计、学科内容的系统整合、教学活动的创新安排以及形成性评价的有效实施。最后结合统编版小学语文教材四年级下册第八单元的内容，阐明了“教–学–评”一致性在教学设计中的实际应用路径，以此推动学生的全面发展。

Abstract: This paper explores the design of Chinese language teaching units around the concept of consistency between teaching, learning, and assessment, integrating teaching objectives, teaching activities, and assessment strategies to enhance classroom teaching quality. First, it reviews the theoretical foundations of consistency between teaching, learning, and assessment, emphasising that the coordination and unity of teaching objectives, learning activities, and assessment design are key to effective classroom teaching. Next, the necessity of large-unit teaching design in Chinese language education is explained, as it plays a significant role in enhancing students’ core literacy skills and subject knowledge. Subsequently, based on the consistency of teaching, learning, and assessment, the core elements of large-unit teaching design are systematically analysed, including the scientific design of contextual tasks, the systematic integration of subject content, the innovative arrangement of teaching activities, and the effective implementation of formative assessment. Finally, using the content of Unit 8 in the fourth-grade lower-semester Chinese language textbook of the unified edition as an example, the actual application pathways of the consistency of ‘teaching-learning-assessment’ in instructional design are clarified, thereby promoting the comprehensive development of students.