核心素养背景下化学课堂教、学、评一致性提升策略研究

Research on Strategies to Enhance the Consistency of Teaching, Learning, and Assessment in Chemistry Classrooms under the Core Competency Framework

摘要: 新课标明确教、学、评一体化作为素养课堂构建的核心范式，强调教学目标、教学活动、教学评价的高度统一，即教、学、评一致。传统化学课堂存在素养目标虚化，教学活动与目标、评价脱节，评价方式单一、片面等突出问题，导致核心素养培育流于形式、课堂育人效能大幅弱化。本文以建构主义学习理论和逆向教学设计理论为底层支撑，立足化学学科核心素养育人要求，从目标重构、评价前置、活动优化、闭环复盘四个维度，构建适配化学课堂的教、学、评一致性提升策略，为素养导向化学课堂建设、新课标育人目标落地提供理论支撑与实践参考。

Abstract: The new curriculum standards clearly identify the integration of teaching, learning, and assessment as the core paradigm for constructing a competency-based classroom, emphasizing the high degree of unity among teaching objectives, teaching activities, and teaching evaluations, that is, the consistency of teaching, learning, and assessment. Traditional chemistry classrooms face prominent issues such as the blurring of competency objectives, a disconnect between teaching activities and objectives and assessments, as well as single and one-sided assessment methods, leading to the cultivation of core competencies becoming a mere formality and a significant weakening of classroom educational effectiveness. Based on constructivist learning theory and backward design theory, this article focuses on the requirements for cultivating core competencies in chemistry education. From four dimensions: goal reconstruction, evaluation prepositioning, activity optimization, and closed-loop review, it constructs strategies to enhance the consistency of teaching, learning, and assessment in chemistry classrooms. These strategies provide theoretical support and practical references for the construction of competency-oriented chemistry classrooms and the implementation of educational goals outlined in the new curriculum standards.