An Action Research On The Implementation Of “Integrating Teaching-Learning-Assessment” To English Reading Instruction In Senior High School

Promoting the idea of “Integrating Teaching-Learning-Assessment” is of great significance to deepen the curriculum reform,facilitate effective teaching and achieve the goals of key competencies through the English subject.The newly revised English curriculum standards for General high schools clearly proposed the idea of “Integrating Teaching-Learning-Assessment”,and teachers are required to properly deal with the relationship among teachers’ instruction,students’ learning and the outcome of learning so as to promote the implementation of “Integrating Teaching-Learning-Assessment” to classroom practice.However,in terms of the current English reading instruction in high school,some teachers fail to deeply understand that teaching objectives,teaching process and assessment should be unified,so that the situations,such as unclear objectives,lagging and separating assessment,arise in their instruction.The purpose of this study is to explore the implementation approach and effect of the idea of “Integrating Teaching-Learning-Assessment” applied to English reading instruction,in order to provide reference for improving the above situations.In this study,80 students from two senior one classes taught by the author are selected from Y Middle School in Chengdu as the research objects.The teaching scheme of“Integrating Teaching-Learning-Assessment” is implemented in the English reading instruction of the experimental class,and the traditional teaching mode is carried out in the English reading instruction of the control class.The study mainly adopts action research method,supplemented by questionnaire survey,interview,observation and experiment method.The results of the research are as follows:(1)Through questionnaire survey,interview and classroom observation,it found that teachers have poor awareness of teaching objectives in English reading instruction in Y Middle School;Teaching activities and methods are superficial;Teachers lack assessment literacy;Students own low reading level and lack motivation.(2)Through action research,to some extent the problems are solved,such as teachers’ poor awareness of objectives in English reading instruction;superficial teaching activities;weak teaching assessment effect and low level cultivation of Students’ English key competencies.(3)The experimental results showed that after three months’ practice of“Integrating Teaching-Learning-Assessment”,the English reading level of the experimental class has been in a strong uptrend compared with that of the control class.Based on the results,the idea of “Integrating Teaching-Learning-Assessment” should be further promoted and applied to high school English reading instruction so as to improve students’ key competencies and facilitate teachers’ professional development.While in order to facilitate English reading instruction,the following aspects should be paid attention to,namely,Strengthen the awareness of objectives,ensuring the alignment of objectives,teaching,learning and assessment;Optimize teaching activities,enhancing the effectiveness of “Integrating Teaching-Learning-Assessment”;Improve the literacy of assessment and classroom control,facilitating the integration of teaching,learning and assessment;Enhance teaching and research abilities,deepening the effect of “Integrating Teaching-Learning-Assessment”.