跨学科视角下初中英语阅读课“教学评一体化”设计策略

Design Strategy of “Integrating Teaching, Learning, and Assessment” in Junior High School English Reading Instruction from an Interdisciplinary Perspective

摘要: 义务教育英语课程标准(2022版)强调，教师应注意将英语学科的教学与其他学科进行整合，从而引出了跨学科教学。目前，初中英语阅读教学跨学科融合未有效体现，“教学评一体化”设计和实践还未充分落实。主要问题表现为教师未能有效将跨学科融入教学过程中，且未能体现教学评的整体性和一致性。因此，本文从学科整合研究视角，采用案例研究方法，找出初中英语阅读教学如何实现跨学科整合，并在跨学科教学过程中实现教学评一体化，提出在教的过程、学的过程以及评的过程中的改进策略。以期实现跨学科教学与“教学评一体化”在初中英语阅读教学中的实践运用结合，最终在整体的教学过程中达到较好的效果。

Abstract: The “Compulsory Education English Curriculum Standards (2022 Edition)” emphasizes that teachers should integrate English instruction with other disciplines, thereby introducing interdisciplinary teaching. Currently, the integration of interdisciplinary elements in junior high school English reading instruction has not been effectively implemented, and the design and practice of the “integration of teaching, learning, and assessment” (i.e., “T-L-A Integration”) have not been fully realized. The main issues manifest in teachers’ failure to effectively incorporate interdisciplinary approaches into their instruction and to reflect the coherence and unity of teaching, learning, and assessment. Therefore, from the perspective of interdisciplinary research, this paper adopts a case study methodology to explore how interdisciplinary integration can be achieved in junior high school English reading instruction, as well as how the integration of teaching, learning, and assessment can be realized within interdisciplinary instruction. It further proposes improvement strategies for the instructional process, the learning process, and the assessment process. This study aims to combine interdisciplinary teaching with the “integration of teaching, learning, and assessment” in the practical application of junior high school English reading instruction, ultimately achieving better overall effectiveness in the teaching process.