In the Teaching-Learning-Assessment of Effective Classroom From the Perspective of Alignment A Case Study of the Review Course of Organic Chemistry Reaction  

作　　者：Yang Chengyin Li Yalin Yang Fan 

机构地区：[1]Shaanxi Normal University, Xi'an, China

出　　处：《US-China Education Review(A)》2017年第11期500-510,共11页美中教育评论（A）

摘　　要：The consistency of the teaching-learning-assessment alignment is profoundly impacting on teaching practice and will eventually be implemented in classroom teaching. Taking the review class of organic chemical reactions, this work constructs the analytical framework of the teaching-learning-assessment from the three basic dimensions of learning-teaching alignment, teaching-evaluation alignment, and evaluation-learning alignment based on Webb＇s model of the alignment of teaching-learning-assessment. We analyze the teachers＇ and students＇ behavior of teaching-learning-assessment from the time dimension to exam a （high） teaching efficiency using Flanders classroom observation tools--Flanders Interaction Analysis System （FIAS）.

关 键 词：teaching-learning-assessment alignment objectives organic chemistry ASSESSMENT effective classroom 

分 类 号：O621.25[理学—有机化学] O157[理学—化学]