在借鉴相关研究的基础上,从理论分析的视角概括出课堂教学中教-学-评一致性的三因素结构,即学-教一致性,教-评一致性和评-学一致性,然后从实证的角度对这个三因素理论模型进行了检验。经过探索性因素分析、内部一致性效度检验和验证性因素分析发现:教-学-评一致性可以解构为三个因子,并且这一结构的信度和结构效度较好,因此,在理论上建构的课堂教学过程中教-学-评一致性三因素模型是合理的。
On the basis of relevant studies, this paper, from the theoretical analysis perspective, summarizes a three-factor model of the alignment of teaching-learning-assessment—the alignment of learning-teaching, the alignment of teaching-assessment, and the alignment of assessment-learning. The model is explored and validated with the empirical analysis method. Through exploratory factor analysis, internal consistency validity examination and confirmatory factor analysis the paper finds that the three-factor structure of aligning teaching, learning, and assessment is reasonable, and has good reliability and structural validity, which verifies the rationality of the theoretical model from the empirical perspective.