教学评一体化视域下中学英语写作形成性评价的融合共生研究

Research on the Integrated Symbiosis of Formative Assessment in Middle School English Writing from the Perspective of Teaching-Learning-Assessment Integration

摘要: 在新一轮课程改革及英语学科核心素养培育的背景下，当前中学英语写作教学长期依赖终结性评价的模式，其不足日益明显。该模式难以推动学生写作能力的纵深发展，也不利于学生自主学习的养成。而形成性评价聚焦学习过程、注重实时反馈与发展促进的特点，为突破写作教学现有瓶颈带来了新的可能。基于“教学评一体化”的指导思想，本研究致力于构建形成性评价与中学英语写作教学“融合共生”的系统化理论框架与可行实践方案。通过界定关键概念、梳理相关理论、构建运行机制并分析现实挑战，论文尝试提出以“目标–过程–评价”为核心的三维整合模型，系统说明在写作各阶段嵌入形成性评价的具体方法与操作策略。为进一步增强理论模型的可操作性与实践效度，建议未来开展小规模的行动研究或案例研究，通过前后测作文对比、课堂观察、师生访谈等方式对模型进行验证与优化。本研究期望能为中学英语教师提供一套结构化的教学实施参照，助力写作教学实现由“关注结果”到“关注过程”、从“教师主导”到“学生中心”的范式转型，进而促进学生英语写作素养与语言综合应用能力的全面发展。

Abstract: Against the backdrop of the new round of curriculum reform and the cultivation of core competencies in English as a foreign language, the long-standing reliance on summative assessment in secondary school English writing instruction has become increasingly inadequate. This model fails to promote the sustained development of students’ writing proficiency or to foster their autonomous learning. In contrast, formative assessment, with its focus on the learning process, real-time feedback, and developmental facilitation, offers new possibilities for addressing the persistent bottlenecks in writing instruction. Grounded in the principle of “integration of teaching, learning, and assessment”, this study seeks to construct a systematic theoretical framework and feasible practical plan that integrates formative assessment into secondary school English writing instruction in a “merged and symbiotic” manner. By defining key concepts, reviewing relevant theories, building operational mechanisms, and analyzing practical challenges, this paper proposes a three-dimensional integrated model centered on “goal-process-assessment”, and systematically elaborates on specific methods and operational strategies for embedding formative assessment at various stages of the writing process. To further enhance the model’s practicality and empirical validity, it is recommended that future research conduct small-scale action research or case studies, utilizing methods such as pre- and post-test writing comparisons, classroom observations, and teacher-student interviews to validate and refine the model. This study aims to provide secondary school English teachers with a structured pedagogical reference, facilitating a paradigm shift in writing instruction from “outcome-oriented” to “process-oriented” and from “teacher-dominated” to “student-centered”, thereby promoting the comprehensive development of students’ English writing competence and overall language proficiency.