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小学数学教案中“教学评一致性”的评价盲区与断裂带分析

Analysis of Evaluation Blind Areas and Fault Zones in Consistency of Teaching, Learning and Assessment in Primary School Mathematics Lesson Plans

李静雨, 王国辉

Education Study / 2026,8(4): 420-427 / 2026-04-29 17 4

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• Information:

  温州大学教育学院，温州

• Keywords:
  Consistency of teaching, learning and assessment; Primary school mathematics lesson plans; Evaluation blind areas; Textual analysis
  教学评一致性; 小学数学教案; 评价盲区; 文本分析
• Abstract: The consistency of teaching, learning and assessment is a key concept in deepening curriculum reform, while empirical research at the lesson plan level remains relatively insufficient. Based on textual analysis of 80 primary school mathematics lesson plans, this study finds widespread “evaluation blind areas” in lesson plans—only 20% of the lesson plans explicitly embed assessment tasks, accompanied by a monotony of assessment methods. The consistency of teaching, learning and assessment shows significant differences by topic (Number and Algebra > Geometry and Figures > Statistics and Probability) and by grade level (Grades 3–4 > Grades 5–6). The research reveals that the absence of assessment links constitutes the main “fault zone” undermining consistency, whose causes involve teachers’ assessment literacy, cognitive perceptions of topic characteristics, and grade-level teaching habits. It is recommended to establish topic-differentiated judgment criteria, implement graded teacher training, and introduce diversified assessment methods to bridge the fault zones and realize the coordinated unity of teaching, learning and assessment. 教学评一致性是深化课程改革的关键理念，但现阶段针对教案层面的实证研究相对不足。通过对80份小学数学教案进行文本分析后发现：教案中普遍存在“评价盲区”——仅20%的教案明确嵌入评价任务，且评价方式单一；教学评一致性呈现显著的主题差异（质量依次为：数与代数、图形与几何、统计与概率）和年级差异（三四年级效果优于五六年级）。研究揭示，评价环节的缺失是教学评一致性的主要“断裂带”，其成因涉及教师评价素养、主题特性认知和学段教学习惯。建议构建主题差异化判断标准、实施分级教师培训、引入多元评价方式，以弥合断裂带，实现教学评的协同一致。
• DOI: 10.35534/es.0804076 (registering DOI)
• Cite: 李静雨，王国辉．小学数学教案中“教学评一致性”的评价盲区与断裂带分析［J］．教育研讨，2026，8（4）：420-427．