“教–学–评”一体化在初中英语单元教学中的实践困境与对策研究——以人教版八年级下册Unit 2为例

A Study on the Practical Challenges and Countermeasures of the “Teaching-Learning-Assessment” Integration in Junior High School English Unit Instruction—A Case Study of Unit 2 in the People’s Education Press 8^th Grade, Volume 2 Textbook

摘要: 《义务教育英语课程标准》对英语教学提出了要达成“教–学–评”有机统一的要求，然而当下初中英语单元教学中却有着目标碎片化、评价浅表化这类问题，本研究选取人教版八年级下册Unit 2作为案例，重点关注“教–学–评”一体化的实践困境以及相应对策。研究运用文献分析法、案例分析法以及文本分析法，全面梳理该理念的实施现状，结果说明，实践中存在教学设计和操作相脱节、评价方式较为单一、师生参与不够充分以及教师专业能力和资源受到限制等困境，基于这些情况，研究给出了优化教学设计与评价体系、加强教师专业培训、丰富教学资源并提供技术支持、推动教学评价与课程改革共同发展等建议。本研究让相关实践研究成果更为丰富，为一线教师落实“教–学–评”一体化给予参考，帮助英语学科核心素养在单元教学中可有效落地。

Abstract: The “Compulsory Education English Curriculum Standards” require that English instruction achieve an organic integration of “teaching-learning-assessment”. However, current English unit instruction in junior high schools suffers from issues such as fragmented learning objectives and superficial assessment. This study selects Unit 2 from the People’s Education Press 8^th-grade English textbook (second semester) as a case study, focusing on the practical challenges of integrating “teaching-learning-assessment” and corresponding solutions. Employing literature review, case study, and text analysis methods, this study comprehensively examines the current status of implementing this concept. The findings reveal practical challenges such as a disconnect between instructional design and implementation, limited diversity in assessment methods, insufficient engagement from both teachers and students, and constraints on teachers’ professional capabilities and resources. Based on these findings, the study offers recommendations to optimize instructional design and assessment systems, strengthen professional development for teachers, enrich teaching resources and provide technical support, and promote the coordinated development of teaching evaluation and curriculum reform. This study enriches the body of research on related practices, providing a reference for frontline teachers to implement the “teaching-learning-assessment” integration and helping to effectively embed core English subject competencies into unit-based instruction.