基于逆向设计与AIGC融合的高中英语阅读“教–学–评”一体化的课例研究——以人教版选择性必修一“Tu Youyou Awarded Nobel Prize”为例

A Lesson Study on “Teaching-Learning-Assessment” Integration in Senior High School English Reading Based on the Integration of Backward Design and AIGC—A Case of “Tu Youyou Awarded Nobel Prize” from PEP Selective Compulsory English Book 1

摘要: 《普通高中英语课程标准(2017年版2025年修订)》提出“教–学–评”一体化理念，在目前高中英语阅读教学过程中，教学目标设置与评价脱节现象依然严重。逆向设计是“以终为始”的思想，将评价前置到目标设定之前，是教、学、评一致性的有效实施策略。同时，生成式人工智能(AIGC)对教学情境创设、知识点呈现以及即时反馈等方面带来新的支持。本文基于课例研究，“Tu Youyou Awarded Nobel Prize”阅读课为例，进行逆向设计与AIGC相结合的一致性教学尝试。结果发现二者结合可以更好地锁定教学目标，评价量表前置以及多方参与评价有利于以评助学，学生英语学科核心素养协调发展，这对一线教师开展阅读教学具有借鉴意义。

Abstract: The English Curriculum Standards for General Senior High Schools (2017 Edition, 2025 Revision) advocates the concept of “teaching-learning-assessment” integration. Nevertheless, a pronounced misalignment between instructional goal-setting and assessment persists in current senior high school English reading instruction. Rooted in the core principle of “beginning with the end in mind”, Backward Design positions assessment prior to the formulation of instructional objectives, representing an effective strategy for advancing teaching-learning-assessment alignment. Meanwhile, generative artificial intelligence (AIGC) delivers novel support for creating instructional scenarios, presenting knowledge points, providing real-time feedback, and other instructional dimensions. Adopting a lesson study approach, this paper explores the integrated application of Backward Design and AIGC in aligned instruction, with the reading lesson “Tu Youyou Awarded Nobel Prize” as the research case. The findings demonstrate that the integration of the two approaches enables more precise anchoring of instructional objectives. The front-loading of assessment rubrics and multi-stakeholder engagement in assessment promote assessment-supported learning and foster the coordinated development of students’ core competencies in English. This study bears practical implications for frontline teachers in implementing English reading instruction.