自第三代教学设计理论提出以来，如何真正践行“以学为本”的教学模式、实现核心素养的真正落地，以及育人目标的实现，成为教育教学中研究与反思的关键问题。教学评一体化体现了教、学、评在同一目标指向下的有机融合，学业质量水平是结合课程内容对学生学业成就的刻画，是制定教学目标的重要依据，也是进行教学评价的关键指标，目前学界针对教学评一体化与学业质量水平分别已有较充分的研究与探讨，但对于二者的融合研究与实践探索是较为缺乏的。

       基于学业质量水平实施教学评一体化，能实现教学的提质增效、促进素养落地、“学本”理念的践行、以及第三代教学设计理论的具象化。本研究拟基于系统理论和建构主义学习理论，采取文献研究、案例研究和课堂观察的方法，探讨基于学业质量水平的教学评一体化设计思路。

       首先，从教学分析开始，对课标、教材和学情进行充分的了解与分析，依据学情状况确定学生现处的学业质量水平，明确通过教学要进一步达到的学业质量水平，进而选择特定学业质量水平下要重点培育的学科核心素养，基于学业质量水平描述，结合课程标准的内容要求，便可制定教学目标。教学目标制定之后，进入教学设计与实施环节。关于教学活动的设计，应以教学目标为靶心，教学活动要能在更大程度上实现教学目标，贴近学科核心素养的特定学业质量水平，因此在教学方式上要灵活选择应用，如创设历史情境触发学生思考、基于史料研习设计探究任务、以问题链的形式展开深度教学、引导学生自主梳理总结等。最后，基于教学目标设计评价活动，判断学生的学业表现水平与教学目标的达成情况。教学目标不能直接作为评价标准，因此，需要将其转化为评价标准，转化的过程中参照学业质量水平相关描述，有助于后期对学生表现性行为的收集，开展表现性评价。评价不是目的，而在于促进教学，形成促进教学设计与实施更加完善的闭环。所以，基于评价标准收集学生表现性行为信息之后，对于教师的教和学生的学来说，都有必要以改进教学为追求进行评价反馈，以促进教学相长。

       在进行基于学业质量水平的教学评一体化实践相关理论及基本思路的探索过程中，本研究也融合历史教学中的案例，结合上述设计思路，进行应用与分析说明，将学业质量水平与教学目标要求渗透在各个环节，力求减少教学设计与实施的随意性、盲目性，在更大程度上促进教学目标的实现。

      Since the third generation of teaching design theory was put forward, how to really practice the “learning-orienteed” teaching mode , realive the real landing of core literacy, and realize the goal of educating people has become a key issue of research and reflection in education and teaching. The integration of teaching evalution combines teaching, studing and evaluation under the same goal, and the level of academic quality is the depiction of students’ academic achievement combined with curriculum content. It is an important basis for formulating teaching objectives and a key index for teaching evalution. Nowadays, the academic circles have already studied and discussed the integration of teaching assessment and the level of academic quality repectively. However, there is a lack of research and practical exploration on the integration of the two.

       Based on the academic quality level to carry out the combination of teaching, studying and evaluation, from this, we can realize the improvement of teaching quality and efficiency, promote the attainment to implement and the concept of “Study Fundamental” to be put into practice, and visualize the third generation instructional design theory. In the study, we try to research based on the system theory, constructivism study theory and the retrose instructional design theory, to take the method of literature study, case study and classroom observation and to discuss the practical ideas of integration of teaching, studying and evaluation based on the level of academic quality. 

       Firstly, by fully understanding and analyzing the curriculum standard textbooks and learning conditions and according to their basic situation, to determine the current situation of students, in order to achieve the purpose of teaching analysis and academic quality level exploration, further clarfy the need to achieve the academic quality tasks. Choose the appropriate perspective of subject quality, carry out subject education, and realize the formulation of reasonable teaching objectives based on the academic quality level and subject to the requirements of curriculum standards. After the teaching goals have been formulated, and then into the link of teaching design and        implementation. About the design of teaching activities, the goal of teaching should be regard as a main target. Teaching activities should be able to achieve the goal of teaching to a great extent, close to the specific academic quality level of the subject's core literacy. Therefore, it is definite to choose and apply the teaching method flexible. Such as creating the historical context to trigger students’ thinking, basing on the design of historical information learning to explore tasks, expanding the depth of teaching in the form of the problem chain, guiding students to comb and summarize by themselves and so on. Last but not least, based on teaching goal to design the evaluation activity, judge the students’ academic performance level and the achievement of the teaching goal. Teaching goal is not as an evaluation standard immediately. Thus, we need to transform it to evaluation standard, and refor to acadamic standard related summary in the process of transformation, it is beneficial to collect students’ expressive behavior and to carry out expressive evaluation in the late period. Evaluation is not an aim, but to promote teaching, form promoting teaching design and conduct more perfect closed loop. Therefore, after basing on evaluation standard collecting students’ expressive behavior, it is necessary to take appreciation as a pursuit to evaluate feedback, to promote teaching and learning for teachers’ teaching and students’ learning.

       In the process of exploring the related theories and basic ideas of the SAE intergrative pratice based on the level of academic quality, the study permeates the academic quality level and instructional objectives into each link by the application and analysis which come from the synthesized cases in history instruction with the aforesaid practical ideas in order to reduce the arbitrariness and blindness of   instractional objectives on a greater degree.