Research on the Optimization of Junior High School Physics Experiment Teaching from the Perspective of Teaching-Learning-Assessment Consistency

Abstract

This paper clarifies the fundamental connotation of the Teaching-Learning-Assessment Consistency framework and explores its critical alignment with junior high school physics experiment teaching. In the current educational landscape, traditional experiment teaching often suffers from significant defects, including a disconnect between theoretical instruction and practical application, inadequate student engagement, and fragmented evaluation methods that fail to capture comprehensive learning outcomes. Targeting these inherent limitations, this study proposes systematic and comprehensive optimization strategies structured across three primary dimensions. First, it emphasizes curriculum standard-oriented teaching objective decomposition, ensuring that every experimental activity is directly anchored to overarching educational goals. Second, it advocates for diversified experimental activity design, which incorporates inquiry-based learning, collaborative projects, and hands-on problem-solving to stimulate student interest and active participation. Third, it details the construction of a multi-dimensional evaluation system that continuously monitors student progress through formative and summative assessments, thereby closing the feedback loop between teaching and learning. The proposed practice framework can effectively improve overall teaching efficiency, bridge the gap between theoretical knowledge and practical execution, and cultivate students' core competencies in physics, such as critical thinking, scientific inquiry, and analytical reasoning. Ultimately, this research provides a robust theoretical foundation and a highly actionable reference for advancing physics experiment teaching reform under the rigorous demands of the new curriculum standards.