Practical Exploration of the “Teaching, Learning, Doing and Evaluation Four-Dimensional Integration” Scenario Simulation Teaching Method—Taking Theory and Practice of Elementary School Class Teams as an Example

Abstract

Abstract: Addressing issues such as the disconnect between teaching theory and practice among teacher trainees and the monotonous evaluation mechanism in curriculum teaching, this study integrates Outcome-Based Education (OBE) theory with situated cognition theory to construct a dynamic cultivation model:“goal-driven-immersion in context-evaluation-driven learning”. The implementation of“four-dimensional integration of teaching, doing, and evaluation”through scenario-based simulation breaks the traditional disconnect between theory and practice. It forms a closed-loop system of “backward design-scenario embedding-evaluation feedback”, significantly enhancing pre-service teachers'classroom management capabilities.

Key words: OBE concept, “Teaching-learning-doing-evaluating four-dimensional integration”, Situational simulation teaching method, Normal student quality, Teaching reform, Professional identity

CLC Number:

G642.4

LU Pengjun. Practical Exploration of the “Teaching, Learning, Doing and Evaluation Four-Dimensional Integration” Scenario Simulation Teaching Method—Taking Theory and Practice of Elementary School Class Teams as an Example[J]. The Theory and Practice of Innovation and Enntrepreneurship, 2026, 9(5): 140-142.

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