The Alignment Analysis Between Classroom Teaching and National Curriculum Criterion—Taking National Quality Class of 2014 as Example

Xiao-yan Zheng; Li-mei Ma; Cheng-yin Yang

doi:doi:10.11648/j.tecs.20170201.11

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The Alignment Analysis Between Classroom Teaching and National Curriculum Criterion—Taking National Quality Class of 2014 as Example

Xiao-yan Zheng, Li-mei Ma, Cheng-yin Yang

Published in Teacher Education and Curriculum Studies (Volume 2, Issue 1)

Received: 9 January 2017 Accepted: 1 March 2017 Published: 22 March 2017

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Abstract

Curriculum criterion is the main basis of instructional design. Instructional design can guide classroom teaching activities? Classroom teaching activities can reflect the intention of teaching objectives? With the Achieve alignment analysis tools, this research analyzed the 20 cases of 2014 the National Chemical Quality Course from the centrality, challenge and balance. The alignment of teaching objectives and curriculum objectives in instructional design is not ideal. The presupposition problem’s learning level hierarchy of the teaching process is generally higher than the teaching objectives. The number of generative problems is higher than the presuppositions in classroom teaching activities. The generative problem’s direction can be expanded around the curriculum objectives and the level hierarchy is essentially flat with the curriculum objectives.

Published in	Teacher Education and Curriculum Studies (Volume 2, Issue 1)
DOI	10.11648/j.tecs.20170201.11
Page(s)	1-9
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

Chemistry Classroom Teaching, Alignment, Instructional Design, Teaching Objectives, Achieve Analysis Tool

References

[1]	The Ministry of Education of the People's Republic of China. Chemistry Curriculum Criterion of Ordinary Senior High School [S]. Beijing: People's Education Press, 2003:5-6, 9-13.
[2]	Dai-ping Duan, Guang-zhou Li & Juan Ni. Curriculum Aligning: Method Comparison, Problem Reflection and Localization [J]. Journal of The Chinese Society of Education, 2015, (06): 73-78.
[3]	Marina Burger. The Alignment of Teaching, Learning and Assessment in English Home Language in Grade 10 in District 9, Johannesburg [D]. University of South Africa, 2008.
[4]	Morgan S. Polikoff, Andrew C. Porter. Instructional Alignment as a Measure of Teaching Quality [J]. Educational Evaluation and Policy Analysis, 2014, 36(4): 399-416.
[5]	Yu-qin Yang, Zu-hao Wang & Xin-yu Zhang. Evolution and Implications of American Curriculum Alignment Research [J]. Foreign Educational Research, 2012, (01): 113-121.
[6]	Lei Zhang. Academic Evaluation and Curriculum Criterions Alignment Analysis Model and Case Study [D]. Northeast Normal University, 2011.
[7]	Yu-qin Yang, Xin-yu Zhang & Xiao-hong Zhan. The United States of Achieve “Test - Standard” Analysis of the Alignment of the Tool of Research and Revelation [J]. Primary & Secondary Schooling Abroad, 2011 (9): 22-27.
[8]	Dai-ping Duan. High School Chemistry curricular Alignment Research [D]. Nanjing Normal University, 2015.
[9]	Zhi-xin Liu. Chemistry Teaching Theory [M]. Fourth Edition. Beijing: Higher Education Press, 2009: 114.
[10]	Zheng-xiang Zhou, Jia-gen Yang. Chemistry classroom teaching return to the true [J]. Journal of Shanxi Normal University (SOCIAL SCIENCE EDITION), 2014, (S5): 303-304.
[11]	Cheng-yin Yang. Chemistry Curriculum and Teaching Theory [M]. Xi'an: Shaanxi Normal University Press, 2010:115.
[12]	Cheng-yin Yang. Chemistry Instructional Design and Skill Practice [M]. Beijing: Science Press, 2007: 168.

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APA Style

Xiao-yan Zheng, Li-mei Ma, Cheng-yin Yang. (2017). The Alignment Analysis Between Classroom Teaching and National Curriculum Criterion—Taking National Quality Class of 2014 as Example. Teacher Education and Curriculum Studies, 2(1), 1-9. https://doi.org/10.11648/j.tecs.20170201.11

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ACS Style

Xiao-yan Zheng; Li-mei Ma; Cheng-yin Yang. The Alignment Analysis Between Classroom Teaching and National Curriculum Criterion—Taking National Quality Class of 2014 as Example. Teach. Educ. Curric. Stud. 2017, 2(1), 1-9. doi: 10.11648/j.tecs.20170201.11

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AMA Style

Xiao-yan Zheng, Li-mei Ma, Cheng-yin Yang. The Alignment Analysis Between Classroom Teaching and National Curriculum Criterion—Taking National Quality Class of 2014 as Example. Teach Educ Curric Stud. 2017;2(1):1-9. doi: 10.11648/j.tecs.20170201.11

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@article{10.11648/j.tecs.20170201.11,
  author = {Xiao-yan Zheng and Li-mei Ma and Cheng-yin Yang},
  title = {The Alignment Analysis Between Classroom Teaching and National Curriculum Criterion—Taking National Quality Class of 2014 as Example},
  journal = {Teacher Education and Curriculum Studies},
  volume = {2},
  number = {1},
  pages = {1-9},
  doi = {10.11648/j.tecs.20170201.11},
  url = {https://doi.org/10.11648/j.tecs.20170201.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20170201.11},
  abstract = {Curriculum criterion is the main basis of instructional design. Instructional design can guide classroom teaching activities? Classroom teaching activities can reflect the intention of teaching objectives? With the Achieve alignment analysis tools, this research analyzed the 20 cases of 2014 the National Chemical Quality Course from the centrality, challenge and balance. The alignment of teaching objectives and curriculum objectives in instructional design is not ideal. The presupposition problem’s learning level hierarchy of the teaching process is generally higher than the teaching objectives. The number of generative problems is higher than the presuppositions in classroom teaching activities. The generative problem’s direction can be expanded around the curriculum objectives and the level hierarchy is essentially flat with the curriculum objectives.},
 year = {2017}
}

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TY  - JOUR
T1  - The Alignment Analysis Between Classroom Teaching and National Curriculum Criterion—Taking National Quality Class of 2014 as Example
AU  - Xiao-yan Zheng
AU  - Li-mei Ma
AU  - Cheng-yin Yang
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AB  - Curriculum criterion is the main basis of instructional design. Instructional design can guide classroom teaching activities? Classroom teaching activities can reflect the intention of teaching objectives? With the Achieve alignment analysis tools, this research analyzed the 20 cases of 2014 the National Chemical Quality Course from the centrality, challenge and balance. The alignment of teaching objectives and curriculum objectives in instructional design is not ideal. The presupposition problem’s learning level hierarchy of the teaching process is generally higher than the teaching objectives. The number of generative problems is higher than the presuppositions in classroom teaching activities. The generative problem’s direction can be expanded around the curriculum objectives and the level hierarchy is essentially flat with the curriculum objectives.
VL  - 2
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Author Information

Xiao-yan Zheng

School of Chemistry & Chemical Engineering, Shaanxi Normal University, Xi'an, China
Li-mei Ma

School of Chemistry & Chemical Engineering, Shaanxi Normal University, Xi'an, China
Cheng-yin Yang

School of Chemistry & Chemical Engineering, Shaanxi Normal University, Xi'an, China

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Plain Text BibTeX RIS

APA Style

Xiao-yan Zheng, Li-mei Ma, Cheng-yin Yang. (2017). The Alignment Analysis Between Classroom Teaching and National Curriculum Criterion—Taking National Quality Class of 2014 as Example. Teacher Education and Curriculum Studies, 2(1), 1-9. https://doi.org/10.11648/j.tecs.20170201.11

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ACS Style

Xiao-yan Zheng; Li-mei Ma; Cheng-yin Yang. The Alignment Analysis Between Classroom Teaching and National Curriculum Criterion—Taking National Quality Class of 2014 as Example. Teach. Educ. Curric. Stud. 2017, 2(1), 1-9. doi: 10.11648/j.tecs.20170201.11

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AMA Style

Xiao-yan Zheng, Li-mei Ma, Cheng-yin Yang. The Alignment Analysis Between Classroom Teaching and National Curriculum Criterion—Taking National Quality Class of 2014 as Example. Teach Educ Curric Stud. 2017;2(1):1-9. doi: 10.11648/j.tecs.20170201.11

Copy | Download

@article{10.11648/j.tecs.20170201.11,
  author = {Xiao-yan Zheng and Li-mei Ma and Cheng-yin Yang},
  title = {The Alignment Analysis Between Classroom Teaching and National Curriculum Criterion—Taking National Quality Class of 2014 as Example},
  journal = {Teacher Education and Curriculum Studies},
  volume = {2},
  number = {1},
  pages = {1-9},
  doi = {10.11648/j.tecs.20170201.11},
  url = {https://doi.org/10.11648/j.tecs.20170201.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20170201.11},
  abstract = {Curriculum criterion is the main basis of instructional design. Instructional design can guide classroom teaching activities? Classroom teaching activities can reflect the intention of teaching objectives? With the Achieve alignment analysis tools, this research analyzed the 20 cases of 2014 the National Chemical Quality Course from the centrality, challenge and balance. The alignment of teaching objectives and curriculum objectives in instructional design is not ideal. The presupposition problem’s learning level hierarchy of the teaching process is generally higher than the teaching objectives. The number of generative problems is higher than the presuppositions in classroom teaching activities. The generative problem’s direction can be expanded around the curriculum objectives and the level hierarchy is essentially flat with the curriculum objectives.},
 year = {2017}
}

Copy | Download

TY  - JOUR
T1  - The Alignment Analysis Between Classroom Teaching and National Curriculum Criterion—Taking National Quality Class of 2014 as Example
AU  - Xiao-yan Zheng
AU  - Li-mei Ma
AU  - Cheng-yin Yang
Y1  - 2017/03/22
PY  - 2017
N1  - https://doi.org/10.11648/j.tecs.20170201.11
DO  - 10.11648/j.tecs.20170201.11
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 1
EP  - 9
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20170201.11
AB  - Curriculum criterion is the main basis of instructional design. Instructional design can guide classroom teaching activities? Classroom teaching activities can reflect the intention of teaching objectives? With the Achieve alignment analysis tools, this research analyzed the 20 cases of 2014 the National Chemical Quality Course from the centrality, challenge and balance. The alignment of teaching objectives and curriculum objectives in instructional design is not ideal. The presupposition problem’s learning level hierarchy of the teaching process is generally higher than the teaching objectives. The number of generative problems is higher than the presuppositions in classroom teaching activities. The generative problem’s direction can be expanded around the curriculum objectives and the level hierarchy is essentially flat with the curriculum objectives.
VL  - 2
IS  - 1
ER  -

Copy | Download