Teaching Strategies for the Consistency of “Teaching-Learning-Assessment” in Senior High School Mathematics from the Perspective of Core Literacy—Taking the Teaching of Basic Inequalities as an Example

在核心素养导向的教育背景下，高中数学教育正经历从注重知识传授到核心素养培养的深刻变革。在此过程中，“教–学–评”一致性教学策略被视为解决教学目标、学习过程与评价反馈割裂问题的重要路径。文章从高中数学实际教学出发，首先阐明“教–学–评”一致性的基本理论及其在数学教学中的重要意义，并分析三者之间的相互关系及其动态转化机制，同时探讨“教–学–评”一致性的课堂结构及其实现路径。最后以“基本不等式”教学为例，提出“教–学–评”一致性的具体实施策略，旨在为推进高中数学教学改革提供理论依据和实践指导。Against the backdrop of core competency-oriented education, senior high school mathematics education is undergoing a profound transformation from focusing on knowledge imparting to cultivating core competencies. In this process, the teaching strategy of “teaching-learning-assessment” consistency has been regarded as a crucial approach to addressing the fragmentation problem among teaching objectives, learning processes, and assessment feedback. Starting from the actual teaching of senior high school mathematics, this paper first expounds the basic theory of “teaching-learning-assessment” consistency and its significance in mathematics teaching, analyzes the interrelationships and dynamic transformation mechanisms among the three components, and discusses the classroom structure of “teaching-learning-assessment” consistency and its realization pathways. Finally, taking the teaching of “basic inequalities” as an example, this paper proposes specific implementation strategies for “teaching-learning-assessment” consistency, aiming to provide theoretical foundations and practical guidance for advancing the reform of senior high school mathematics teaching.