以某版高中英语教材中阅读语篇“The Old Man and the Sea”为例,从名著作家介绍、小说要素梳理、写作风格鉴赏、人物性格推断、文学特质分析、课堂评价设计等方面阐述“教、学、评一体化”的文学阅读教学的实施。并且,对此理念下的高...以某版高中英语教材中阅读语篇“The Old Man and the Sea”为例,从名著作家介绍、小说要素梳理、写作风格鉴赏、人物性格推断、文学特质分析、课堂评价设计等方面阐述“教、学、评一体化”的文学阅读教学的实施。并且,对此理念下的高中英语文学阅读教学实践进行反思,提出教师应融多元主体评价于文学作品阅读课堂全程,关注即时生成,及时反馈评价,提升教师课程、评价与文学素养,有效发展学生的英语学科核心素养。展开更多
写作在培养学生英语学科核心素养的过程中起着非常重要的作用。进入到高年级阶段,学生开始面临读写难题,主要表现为阅读量不足;写作内容不具体;文章组织缺少逻辑性;语言错误较多,不能清晰表达等。本文基于教学评一体化理论,采用课堂观...写作在培养学生英语学科核心素养的过程中起着非常重要的作用。进入到高年级阶段,学生开始面临读写难题,主要表现为阅读量不足;写作内容不具体;文章组织缺少逻辑性;语言错误较多,不能清晰表达等。本文基于教学评一体化理论,采用课堂观察法、课堂教学内容分析等研究方法,试图探究教师如何进行“教–学–评”一体化的英语写作教学设计以及教师在设计中遇到的困难和导致困难的原因。Writing plays a very important role in cultivating students’ core competences. As students enter the senior grades, they begin to face reading and writing difficulties, which are mainly manifested as insufficient reading volume;the article content is not specific;the organization of the article lacks logic;there are many language errors in the use of sentences and they cannot express clearly. Based on the theory of integration of teaching, learning and evaluation, this paper adopts research methods such as classroom observation method and classroom teaching content analysis method to try to explore how teachers carry out the integrated English writing teaching design of “teaching-learning-evaluation” and the difficulties encountered in the design process and the reasons for the difficulties.展开更多
教学评一体化教学模式在高中英语阅读课堂中的构建,作为一种创新的教学理念,其核心在于依据学情指导教学策略,并利用评价机制促进学习成效。此模式在高中英语阅读教学的实践中,可经由精心规划的任务设计、互动性强的课堂活动以及即时有...教学评一体化教学模式在高中英语阅读课堂中的构建,作为一种创新的教学理念,其核心在于依据学情指导教学策略,并利用评价机制促进学习成效。此模式在高中英语阅读教学的实践中,可经由精心规划的任务设计、互动性强的课堂活动以及即时有效的评价反馈机制来具体落实。本文聚焦于核心素养培育框架下的高中英语阅读教学活动,深入剖析了从任务设计、课堂活动到评估反馈三个维度,如何系统性地推进“教、学、评”一体化课堂建设,以期优化教学流程,提升学习效能。The construction of teaching-learning-evaluation Integration model in high school English reading classes, as an innovative educational concept, is centered on guiding teaching strategies based on student conditions and using assessment mechanisms to promote learning outcomes. This model can be specifically implemented in the practice of high school English reading teaching through carefully planned task design, interactive classroom activities, and immediate and effective feedback mechanisms. This paper focuses on high school English reading teaching activities under the framework of core literacy cultivation, deeply analyzes the three dimensions of task design, classroom activities and assessment feedback, and how to systematically promote the construction of an integrated “teaching, learning, and assessment” classroom, in order to optimize the teaching process and improve learning efficiency.展开更多
文摘以某版高中英语教材中阅读语篇“The Old Man and the Sea”为例,从名著作家介绍、小说要素梳理、写作风格鉴赏、人物性格推断、文学特质分析、课堂评价设计等方面阐述“教、学、评一体化”的文学阅读教学的实施。并且,对此理念下的高中英语文学阅读教学实践进行反思,提出教师应融多元主体评价于文学作品阅读课堂全程,关注即时生成,及时反馈评价,提升教师课程、评价与文学素养,有效发展学生的英语学科核心素养。
文摘写作在培养学生英语学科核心素养的过程中起着非常重要的作用。进入到高年级阶段,学生开始面临读写难题,主要表现为阅读量不足;写作内容不具体;文章组织缺少逻辑性;语言错误较多,不能清晰表达等。本文基于教学评一体化理论,采用课堂观察法、课堂教学内容分析等研究方法,试图探究教师如何进行“教–学–评”一体化的英语写作教学设计以及教师在设计中遇到的困难和导致困难的原因。Writing plays a very important role in cultivating students’ core competences. As students enter the senior grades, they begin to face reading and writing difficulties, which are mainly manifested as insufficient reading volume;the article content is not specific;the organization of the article lacks logic;there are many language errors in the use of sentences and they cannot express clearly. Based on the theory of integration of teaching, learning and evaluation, this paper adopts research methods such as classroom observation method and classroom teaching content analysis method to try to explore how teachers carry out the integrated English writing teaching design of “teaching-learning-evaluation” and the difficulties encountered in the design process and the reasons for the difficulties.
文摘教学评一体化教学模式在高中英语阅读课堂中的构建,作为一种创新的教学理念,其核心在于依据学情指导教学策略,并利用评价机制促进学习成效。此模式在高中英语阅读教学的实践中,可经由精心规划的任务设计、互动性强的课堂活动以及即时有效的评价反馈机制来具体落实。本文聚焦于核心素养培育框架下的高中英语阅读教学活动,深入剖析了从任务设计、课堂活动到评估反馈三个维度,如何系统性地推进“教、学、评”一体化课堂建设,以期优化教学流程,提升学习效能。The construction of teaching-learning-evaluation Integration model in high school English reading classes, as an innovative educational concept, is centered on guiding teaching strategies based on student conditions and using assessment mechanisms to promote learning outcomes. This model can be specifically implemented in the practice of high school English reading teaching through carefully planned task design, interactive classroom activities, and immediate and effective feedback mechanisms. This paper focuses on high school English reading teaching activities under the framework of core literacy cultivation, deeply analyzes the three dimensions of task design, classroom activities and assessment feedback, and how to systematically promote the construction of an integrated “teaching, learning, and assessment” classroom, in order to optimize the teaching process and improve learning efficiency.
