An Action Research On Senior High School English Reading Teaching Based On The Integration Of Teaching,Learning And Evaluation

Reading is a main form of senior high school English learning,and developing high school students’ reading ability has also become one of the important tasks of foreign language teaching.However,the integration of teaching,learning and evaluation hasn’t achieved an ideal level at present,and students do not know how to judge their learning effect in reading,students’ self-efficacy is low,and they didn’t own great reading scores.The concept of integration of teaching,learning and evaluation points out that evaluation is the focus and difficulty of teaching,the timely and effective evaluation and feedback can find students’ problems,help students adjust their learning state,and thus cultivate their reading ability.Combining this concept with senior high school English reading teaching is a bellwether for the future,it help students improve their reading ability and improve the effectiveness of English reading teaching.However,the question of how to carry out English reading teaching based on the integration of teaching,learning and evaluation,and what is the effect of its effectiveness,has not yet been clearly answered.Based on Taylor’s principle,dynamic evaluation theory and reverse teaching design theory,this study conducts extensive research of related topic on the integration of teaching,learning and evaluation from the current reality of senior high school English reading teaching,try to use classroom observation,questionnaire survey and interview to apply the concept of integration of teaching,learning and evaluation to senior high school English reading teaching to carry out research,and aim to answer the following two questions:(1)What is the impact of senior high school English reading teaching based on the integration of teaching,learning and evaluation on students’ reading self-efficacy?(2)Whether the high school English reading teaching based on the integration of teaching,learning,and evaluation can improve students’ reading scores? In this way,the problem of separation of teaching,learning and evaluation in senior high school English reading classroom teaching can be solved,and the effectiveness of high school English reading teaching based on the integration of teaching,learning and evaluation on improving students’ reading scores and reading selfefficacy is further verified.In this study,this action study was carried out for 18 weeks,and 50 students of the class9 in senior high school of a city were used as the research subject,the data was analyzed using SPSS26.0,and the following conclusions were drawn:(1)Senior high school English reading teaching based on the integration of teaching,learning and evaluation can improve students’ self-efficacy in reading.(2)Student’s reading scores have been significantly improved after senior high school English reading teaching based on the integration of teaching,learning and evaluation.The results of the study prove the feasibility and effectiveness of senior high school English reading teaching based on the integration of teaching,learning and evaluation.However,relying only on the implementation of the integration of teaching,learning and evaluation in one semester is not enough to solve the practical dilemma of separating situation on teaching,learning and evaluation in high school English reading classroom teaching,and promote the long-term development of students.So this concept needs to be developed in the future teaching.At the same time,this study also provides direction for the further expansion of the concept of teaching,learning and evaluation,and puts forward the prospect of carrying out related research for different objects and designing an observation scale of the integration of teaching,learning and evaluation.