基于探索性实践理论的教学评一体化课堂实施研究

An EP-based study of the implementation of integration of teaching,learning,and evaluation in the EFL classroom

教学评一体化是我国基础教育阶段实施英语教学的指南,在课堂教学层面主要依托形成性评价,然而相关实践研究并不充分,成功案例更是鲜见。为此,本研究采用探索性实践的方法调查了两位英语教师成功实施课堂形成性评价的策略和影响因素。研究结果表明,教师遵循“目标—证据—诠释—对齐—调整”这一评价链条是成功实施教学评一体化的关键策略,而且受到教师专业素养、能动性以及探索性实践方式的影响。本研究发现对于教学评一体化在课堂中的实施具有重要启示。

The integration of teaching,learning,and evaluation is a guideline for implementing English language instruction in China’s basic education stage,primarily relying on formative assessment at the classroom teaching level.However,related practical research is insufficient,and successful cases are rare.Therefore,this study used an exploratory practice approach to investigate the strategies and influencing factors of two English teachers successfully implementing classroom formative assessment.The research results indicate that teachers following the evaluation chain of“goal-evidence-interpretation-alignment-adjustment”is a key strategy for successfully implementing the integration of teaching,learning,and evaluation,and is influenced by teachers’professional quality,agency,and exploratory practice methods.The findings of this study have important implications for the implementation of the integration of teaching,learning,and evaluation in the classroom.