Backward Teaching Design for Middle School Mathematics Based on Teaching-Learning-Assessment Coherence

Authors

  • Shuo Liu School of Mathematical Sciences, Liaocheng University, Shandong, China Author

DOI:

https://doi.org/10.70088/4688x343

Keywords:

teaching-learning-assessment coherence, backward teaching design, opposite numbers

Abstract

Based on the theory of teaching-learning-assessment coherence and combined with the concept of backward teaching design, this paper conducts systematic teaching design and analysis around the middle school mathematics lesson "Opposite Numbers". First, through analysis of teaching-learning-assessment coherence and the backward teaching design process, we optimize and improve upon the backward teaching design framework to obtain a high school mathematics backward teaching design process based on teaching-learning-assessment coherence. Then, starting from three stages: "determining expected goals", "determining appropriate assessment evidence", and "designing learning activities", we construct an integrated teaching model of "objectives-teaching-evaluation". Through the teaching design process of "Opposite Numbers", we explore how to achieve organic integration of teaching and evaluation to improve teaching quality. Finally, we reflect on the teaching from three aspects: "designing rich, multi-layered activities", "focusing on differentiated instruction", and "designing concept formation processes that align with cognitive patterns".

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Published

31 July 2025

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Section

Article

How to Cite

Liu, S. (2025). Backward Teaching Design for Middle School Mathematics Based on Teaching-Learning-Assessment Coherence. Education Insights, 2(7), 256-263. https://doi.org/10.70088/4688x343