教学评一体化视域下BOPPPS教学模式在初中英语教学中的研究

A Study on the BOPPPS Teaching Model in Junior High School English Teaching from the Perspective of the Integration of Teaching, Learning and Assessment

摘要: 基础教育英语课程深化改革背景下，课堂教学中教学目标模糊化、评价反馈滞后化与学习主体性弱化等现实困境，导致教学评环节割裂，阻碍了学科核心素养培育目标的实现。基于《义务教育英语课程标准(2022年版)》“教学评一体化”理念，研究采用BOPPPS模型建构“目标–诊断–反馈”闭环系统，通过课堂导入阶段的双向诊断、目标设定环节的精准对标、参与式学习中的动态评估以及总结阶段的反思性评价等六个维度，实现评价要素向教学全流程的渗透融合。通过文章分析表明，该模式通过形成性评价与总结性评价的螺旋递进，能够有效激活“评价驱动教学改进、评价引导学习优化”的良性机制，为英语学科核心素养的梯度化培养提供可操作的课堂实施路径。

Abstract: Against the backdrop of the deepened reform of English courses in basic education, practical dilemmas in classroom teaching—such as the ambiguity of teaching objectives, the lag of evaluation feedback, and the weakening of students’ subjectivity in learning—have led to the fragmentation of teaching, learning, and assessment links, hindering the achievement of the goal of fostering subject core competencies. Based on the concept of “integration of teaching, learning and assessment” in the English Curriculum Standards for Compulsory Education (2022 Version), this study adopts the BOPPPS model to construct a closed-loop system of “objective-diagnosis-feedback”. It realizes the infiltration and integration of evaluation elements into the entire teaching process through six dimensions, including two-way diagnosis in the classroom introduction stage, accurate alignment in the objective-setting link, dynamic assessment in participatory learning, and reflective evaluation in the summary stage. The analysis in this paper shows that, through the spiral progression of formative assessment and summative assessment, this model can effectively activate the positive mechanism of “evaluation driving teaching improvement and evaluation guiding learning optimization”, and provide an operable classroom implementation path for the gradient cultivation of English subject core competencies.