Research on New Approaches to Elementary Chinese Language Teaching Assessment under a Core Competency-Oriented Framework: A Perspective on the Alignment of Teaching, Learning, and Assessment

Abstract

After the Compulsory Education Curriculum Plan (2022 Version) and the new curriculum standards were released, China’s basic education has entered a new stage, and this stage is guided by “core competencies.” Primary school Chinese, as a basic part of basic education, has the important job of developing students’ language ability, thinking quality, aesthetic taste, and cultural literacy. This paper looks at the alignment among teaching, learning, and assessment, and it tries to find new ways for primary school Chinese teaching evaluation under core competencies. First, the paper analyzes the theoretical meaning and practical use of this alignment, and it regards the alignment as a key way to realize Chinese core competencies; then, the paper sorts out the current problems in primary school Chinese teaching evaluation, including goals that are not connected, processes that are broken up, and methods that are too single, and through this, the paper shows the deep problems in changing ideas and carrying out practices in current teaching evaluation. On this basis, the paper proposes some strategies, such as improving evaluation goals, paying more attention to process evaluation, and encouraging evaluation from multiple angles, so as to build a Chinese teaching evaluation system that combines guidance, development, and scientific nature; the study argues that the alignment among teaching, learning, and assessment is not only an important way to improve teaching quality, but also a key starting point for deepening educational model reform and putting core competencies into practice.