| General High School English Curriculum Standards(2022 Edition)advocates the establishment of an assessment system that teachers should handle the relationship between assessment,teaching and learning properly,and promote the integration of teaching-learning-assessment.Therefore,how to implement English Curriculum Standards,realize the integration of teaching-learning-assessment,change the current phenomenon of teaching without assessment and assessment inconsistent with teaching objectives,and cultivate students’ key competences is an important issue faced by teachers.In recent years,scholars at home have focused on the research on the integration of teaching-learning-assessment and have made certain progress.However,the data shows that there are few practical researches in English writing teaching.Therefore,based on the integration of teaching-learning-assessment,this research applies it to the junior high school English writing class,and designs a junior high school English writing teaching program,aiming to improve students’ writing ability and writing attitude,and provide reference for the following junior high school English writing teaching.This research reviewed and sorted out the relevant theories of the integration of teaching-learning-assessment and teaching assessment,and defined the key concepts of writing ability and teaching assessment.Combined with a large number of teaching research and practice of researchers at home and abroad,and based on the first volume of English textbook of Grade 7 of Yilin edition,the author carried out a study on the integration of teaching-learning-assessment on English writing teaching of junior high school students,aiming at solving the following research problems:(1)Can English writing teaching based on the integration of teaching-learning-assessment improve junior high school students’ English writing ability? If so,what’s the specific performance of the three dimensions of English writing: language,structure and content?(2)How does the integration of teaching-learning-assessment affect junior high school students’ interest in English writing?In order to answer the above questions,this research selected 82 students from two parallel classes of a junior high school student in Nanjing,Jiangsu Province,as the research subjects.In the experimental class,writing teaching based on the integration of teaching-learning-assessment was implemented,and in the control class,traditional English writing teaching was implemented.In the main stage of the study,text analysis,observation,interview and questionnaires were mainly used.Then,the author used the social science statistics software(SPSS 26.0)to carry out independent sample T test and descriptive statistical method for comparative statistical analysis of the statistical data to reveal the differences in the scores of different classes.Based on the above research process,the main findings are as follows:First,the integration of teaching-learning-assessment can effectively improve junior high school students’ English writing ability in language,content and structure,especially in language.Specifically,students’ spelling of words,collocation of phrases,grammatical accuracy,and semantic functions of logical words have been improved.Second,it can affect students’ interest in writing,and junior high school students’ interest in writing has changed from negative to positive attitude.Based on the research findings,this thesis puts forward the following suggestions for junior high school English writing teaching:(1)Developing subject knowledge system.(2)Constructing a diversified assessment system.(3)Focusing on after-class teaching. |
