产出导向法视域下的高中英语阅读课教学评价——以“Chinese Scientist Wins 2015 Nobel Prize”为例

Teaching Evaluation of High School English Reading Instruction from the Perspective of Production-Oriented Approach—A Case Study of “Chinese Scientist Wins 2015 Nobel Prize”

摘要: 本文以产出导向法(Production-Oriented Approach, POA)为理论框架，对实习期间观摩的一节高中英语阅读课“Chinese Scientist Wins 2015 Nobel Prize”进行教学评价。产出导向法主张“学用一体”的教学理念，强调语言学习与语言运用在教学中不可分割，其教学流程由“驱动–促成–评价”三个核心环节构成。本文从产出导向法的理论视角出发，从驱动环节的有效性、促成环节的渐进性和评价环节的多元性三个维度对该课例进行分析。分析表明，该课例在驱动环节通过真实任务激发学生的学习动力，在促成环节通过递进式阅读活动逐步搭建语言和内容支架，在评价环节通过多元反馈促进学生的持续改进，较好地体现了产出导向法的核心教学理念。该课例为高中英语阅读教学中落实“学用一体”理念提供了有益的实践参考。本文据此提出，在高中英语阅读教学中应用产出导向法应注意：驱动任务应真实且有挑战性，促成活动应有梯度且与产出目标高度匹配，评价应贯穿教学全过程并注重以评为学。

Abstract: Guided by the theoretical framework of the Production-Oriented Approach (POA), this paper conducts a teaching evaluation of a high school English reading lesson titled “Chinese scientist wins 2015 Nobel Prize,” observed during a teaching internship. The POA advocates the pedagogical principle of “integrating learning and using,” emphasizing that language learning and language use are inseparable in instruction. Its teaching process consists of three core stages: “Motivating - Enabling - Assessing.” From the theoretical perspective of the POA, this paper analyzes the lesson case along three dimensions: the effectiveness of the motivating stage, the gradual progression of the enabling stage, and the diversity of the assessing stage. The analysis reveals that the lesson effectively embodies the core pedagogical concepts of the POA: in the motivating stage, it stimulates students’ learning motivation through authentic tasks; in the enabling stage, it progressively builds linguistic and content scaffolding through tiered reading activities; and in the assessing stage, it promotes continuous student improvement through diversified feedback. This lesson case provides a valuable practical reference for implementing the “integrating learning and using” principle in high school English reading instruction. Accordingly, this paper proposes that in applying the POA to high school English reading teaching, attention should be paid to the following: motivating tasks should be authentic and challenging; enabling activities should be progressively graded and closely aligned with production objectives; and assessment should run through the entire teaching process with an emphasis on “assessment as learning.”