雅思阅读难题教学赋能路径与教师成长——基于6~7分班阅读技能导向师训的探索

Empowering Teaching Instruction and Teacher Development on Upper-Intermediate IELTS Reading—A Reading Skill-Oriented Teacher Training Approach for Band 6~7 Classes

摘要: 在国际教育背景下，雅思阅读高分段教学对教师专业能力提出了更高要求。然而，现有教学与教师培训实践中，针对6~7分段阅读教学仍普遍存在以题型技巧和解题流程为核心的教学取向，较少系统关注阅读理解能力本身的培养。基于此现状，本文以教授6~7分段班型的雅思阅读教师为研究对象，引入 反向设计(Backward Design)理论，探索一种以阅读技能为导向的教师培训路径。研究采用教学实践分析的方法，对师训设计、实施过程及教师课堂实践变化进行系统考察。结果表明，技能导向的师训设计有助于教师重新理解高分段雅思阅读所要求的核心能力结构，促使其教学目标由解题结果导向转向阅读理解过程导向，并在课堂实践中更加重视推理路径的显性化与教学结构的逻辑一致性。研究认为，以阅读技能为核心、以反向设计为框架的师训模式，对提升高分段雅思阅读教学质量及促进教师专业发展具有一定启示意义。

Abstract: In the context of international education, IELTS reading instruction at the upper-intermediate band places increasing demands on teachers’ professional competence. However, existing teaching practices and teacher training programs for Band 6~7 reading classes tend to prioritize test-taking techniques and question-solving procedural strategies, while insufficient attention is paid to the development of reading comprehension skills. Against this backdrop, this study focuses on IELTS reading teachers working with Band 6~7 learners and explores a skills-oriented teacher training model grounded in the framework of Backward Design. Adopting a practice-based analytical approach, the study examines the design and implementation of the training program as well as changes in teachers’ classroom practices. The findings indicate that the proposed training model helps teachers reconceptualize the core competencies required for high-band IELTS reading, shifting instructional emphasis from answer-oriented strategies to the explicit teaching of reading comprehension processes. Teachers were also found to place greater emphasis on the explicit articulation of reasoning processes and the logical coherence of instructional structure in classroom practice. The study suggests that a skills-oriented, backward-designed teacher training framework may offer valuable insights for improving IELTS reading instruction at the upper-intermediate level and for supporting teachers’ professional development in international English language education contexts.