核心素养导向下中学英语教学评价的实施路径研究

A Study on the Implementation Paths of Middle School English Teaching Evaluation Oriented by Core Competencies

摘要: 2022版《义务教育英语课程标准》将核心素养(语言能力、文化意识、思维品质、学习能力)作为课程设计核心，强调“教–学–评一体化”。但当前中学英语教学评价存在目标与素养培养脱节、工具以笔试为主、反馈滞后等问题。本研究基于建构主义、社会文化理论及Black & Wiliam循环改进模型，构建“目标–工具–反馈–调控”四维形成性评价路径框架。其中，目标精准化将核心素养分解为具体的课时目标；工具多样化设计匹配各素养维度的差异化工具并融入AI等数字化技术；反馈高效化遵循及时性、具体性、建设性3C原则；调控动态化通过教师教学干预与学生元认知培养实现“教–学–评”联动。该模型为核心素养与教学评价的融合提供新思路，为一线教师提供可操作的实施框架，助力“教–学–评一体化”在英语课堂落地。

Abstract: The “2022 Edition of the Compulsory Education English Curriculum Standards” defines core competencies, namely linguistic competence, cultural awareness, thinking quality and learning ability, as the core of curriculum design, and highlights the integration of teaching, learning and assessment. Nevertheless, current English teaching assessment in middle schools faces prominent problems, including disconnection between assessment objectives and competency cultivation, over-reliance on written examinations as dominant assessment tools, and delayed assessment feedback. Based on Constructivism, Sociocultural Theory, and the Black & Wiliam Cyclic Improvement Model, this study constructs a four-dimensional formative assessment framework featuring objectives, instruments, feedback and regulation. In this framework, refined objectives decompose core competencies into specific lesson-level teaching goals; diversified assessment instruments tailored to each competency dimension are designed with digital technologies such as artificial intelligence incorporated; efficient feedback adheres to the Three-C principles of timeliness, specificity and constructiveness; and dynamic regulation realizes the integration of teaching, learning and assessment through teachers’ instructional intervention and the cultivation of students’ metacognitive abilities. The proposed framework provides new insights into the integration of core competencies and teaching assessment, offers operable implementation guidelines for frontline teachers, and facilitates the effective practice of teaching-learning-assessment integration in middle school English classrooms.