Research on the Consistency of Teaching, Learning and Evaluation in Middle School Chemistry under the Orientation of Core Literacy

Abstract

Under the Dual New context, the implementation of core competencies in chemistry subjects imposes new requirements for deep integration of teaching, learning, and assessment in classroom instruction. This paper systematically elucidates the theoretical connotations of the integration of teaching, learning, and assessment. Through literature review, it reveals issues such as fragmented goals, delayed evaluation, and superficial activities in current high school chemistry teaching. A practical framework is constructed that Goal Anchoring, Task Design, Context Construction and Dynamic Adjustment. An innovative teaching case on The Structure and Properties of Halogenated Hydrocarbons is designed, integrating the cultivation of core competencies such as Macroscopic Identification, Microscopic Analysis, Scientific Inquiry and Practice throughout the entire teaching process. Research shows that this model, through a spiral upward mechanism of goal-teaching-evaluation, effectively promotes the progressive development of students chemical thinking and enhances their problem-solving abilities, providing an operational practical paradigm for the transformation of classrooms oriented towards subject core competencies.