| The idea of TLAI put forward in General Senior High School English Curriculum Standards(2017 Edition)(MOE,2018)formally stresses the importance of optimizing the relationship between teaching,learning and assessment,so as to promote teaching and learning through assessment.The promulgation of the 2022 Edition English Curriculum Standards for Compulsory Education(MOE,2022)emphasizes promoting the design and implementation of TLAI.Reading teaching is an important part of English teaching in high school.However,there exists some problems like rigid teaching model,inadequate learning strategies and ignoring cultivation of student’s thinking quality.The idea of TLAI can help teachers to improve their teaching by making assessment on student’s learning,especially formative assessment.Based on the theory of TLAI,Backward Design Theory and the Interactive Model for Teaching Reading,this study selects two case teachers from F school,one is Teacher C,a middle-aged male teacher with seventeen years’ teaching experience;the other is Teacher L,a young female teacher with nine years’ teaching experience.In attempt to explore how the two case teachers conduct English reading teaching design from the perspective of TLAI,the difficulties the teachers may meet and the causes of their difficulties,this study employs classroom observation,classroom teaching analysis and interview to answer two research questions:(1)How do the case teachers conduct the English reading teaching design from the perspective of Teaching-Learning-Assessment Integration(TLAI)?(2)What difficulties do the case teachers meet in English reading teaching design from the perspective of TLAI?What may be the causes of their difficulties?The research findings show(1)the two case teachers have a basic understanding of the idea of TLAI and attach great importance to assessment in their reading lessons.They have awareness of making assessment in teaching.They can set learning objectives based on textbook materials analysis and student’s needs for learning.However,their learning objectives are different.Teacher C’s learning objectives emphasize student’s deeper understanding of the text,while Teacher L’s learning objectives stress student’s mastery of key language points and improvement of reading skills and strategies.Different learning objectives have an impact on teacher’s selection of assessment content and the means of assessment.In the aspect of assessment content,Teacher C makes more assessment on students’ use of reading skills and strategies and the outcome of reading tasks.Teacher L makes more assessment on students’ mastery of language points.With regard to the means of assessment,Teacher C uses both teacher assessment and student assessment,while Teacher L mainly employs teacher assessment,including asking questions,probing and repetition and acknowledges in feedback turn.(2)The two case teachers have the following difficulties in common: 1)Setting appropriate learning objectives that decide the assessment objectives.2)Lack of diversified means of assessment.Besides,Teacher C has trouble in making full use of assessment information;Teacher L doesn’t know when to assess,how to assess with selection of appropriate assessment content and criteria.The possible causes of their difficulties include: 1)Inadequate understanding of TLAI.2)Not fully aware of the significance of assessment on student’s learning.3)Teacher C equips some theoretical knowledge about assessment but in need of diversified assessment skills,while Teacher L lacks knowledge related to assessment because she has few opportunities for on-the-job training in this respect.Suggestions for the teachers include: 1)making in-depth text analysis from three aspects: what,why and how.2)having a full understanding about student’s needs for reading.3)aligning assessment objectives with learning objectives.4)employing multiple means to assess student’s learning boldly,employing student assessment in particular.5)making full use of assessment information collected in the process of teaching reading and adjust teaching timely. |
