基于教学评一致性的小学数学单元整体设计研究——以五年级下册《因数与倍数》为例
Research on the Holistic Unit Design of Primary School Mathematics Based on Teaching-Learning-Assessment Consistency—A Case Study of “Factors and Multiples” in Grade 5 (Volume 2)

本研究以《义务教育数学课程标准(2022年版)》为指导，以教学评一致性为核心理念，系统重构人教版五年级数学下册《因数与倍数》单元的教学设计。通过理论分析与实践验证，提出“目标导向–学情适配–评价落地”的螺旋式设计模型，结合7课时重构方案与多元化评价工具，有效促进学生对数概念的本质理解与核心素养发展。同时融合具象操作、数学实验与真实情境的教学设计，提升学生的数感与推理能力。
This study, guided by the “Compulsory Education Mathematics Curriculum Standards (2022 Edition)” takes the consistency of teaching, learning and assessment as the core concept, and systematically reconstructs the teaching design of the “Factors and Multiples” unit in the fifth grade mathematics textbook of the People’s Education Edition. Through theoretical analysis and practical verification, a spiral design model of “goal orientation - student situation adaptation - assessment implementation” is proposed. Combined with a 7-lesson reconstruction plan and diversified assessment tools, it effectively promotes students’ understanding of the essence of number concepts and the development of core literacy. At the same time, by integrating concrete operations, mathematical experiments and real-life scenarios in teaching design, it enhances students’ number sense and reasoning ability.