核心素养背景下数字化赋能初中英语听说课“教–学–评”一体化的实施路径探究

Exploring the Implementation Paths of “Teaching-Learning-Assessment Integration” in Junior High School English Listening and Speaking Classes Empowered by Digital Technology in the Context of Core Competencies

摘要: 在核心素养培育与教育数字化转型的双重背景下，初中英语听说教学向素养导向转型面临关键挑战，教学实践面临理念认知、教师素养、教学设计三重维度的发展困境，制约了初中英语听说课教学价值的践行。本研究结合教学实际剖析实施困境，以逆向教学设计、英语学习活动观为理论支撑，探索数字化赋能下的“教–学–评”一体化实施路径。研究构建出“素养为本、情境为媒、活动为径、反馈为桥”四大核心实施环节，形成评价思维贯穿全程的四阶教学流程，并结合课例完成路径设计。研究成果为初中英语教师开展数字化听说教学提供理论指导与实践参考，推动听说课从“经验教学”向“精准教学”转变，为落实英语学科核心素养、提升听说教学质量提供实践方案。

Abstract: Against the dual backdrop of core competency cultivation and educational digital transformation, junior high school English listening and speaking teaching faces key challenges in shifting to competency-oriented education. Teaching practice struggles with three-dimensional dilemmas—conceptual cognition, teachers’ literacy, teaching design, hindering the educational value of such classes. Using literature and case studies, this research analyzes implementation predicaments (rooted in real teaching scenarios), drawing on backward design and the view of English learning activities to explore a digitally empowered integrated path. It builds four core links (“competencies as core, scenarios as medium, activities as approach, feedback as bridge”), forms a four-stage teaching process with embedded assessment thinking, and finalizes the path via teaching cases. The findings guide teachers’ digital listening and speaking instruction, drive the shift from “experience-based teaching” to “precision education”, and provide a scheme to advance English core competencies and teaching quality.