基于“教–学–评一体化”的高中英语分层作业的设计案例——以人教版选择性必修第一册Unit 2“Looking into the Future”为例

Design Cases for Tiered Homework in High School English Based on the Integration of Teaching, Learning, and Assessment—A Case Study of Unit 2 “Looking into the Future” from the Selective Compulsory Course 1 (PEP Edition)

摘要: 在新课标“教–学–评一体化”理念指引下，高中英语作业作为连接教学与评价的关键载体，其设计质量直接影响差异化教学的实施效果。当前高中英语作业普遍存在评价缺失、分层形式化、与教学目标脱节等问题，难以满足不同语言水平学生的发展需求。本文以人教版高中英语选择性必修第一册Unit 2“Looking into the Future”为研究对象，依托“教–学–评一体化”理论、最近发展区理论与多元评价理论，通过教材文本分析与案例设计法，构建“教学目标–分层作业–多元评价”的闭环体系，设计基础、提高、挑战三级分层作业案例，并配套可复用评价工具、数字化辅助方案、动态分层管理策略与主题资源库。同时提出目标闭环、评价可视化、反馈差异化等优化策略。此外，结合不同单元主题探讨模型的变通方式，回应分层作业标签化、落地难度大等现实争议，为高中英语差异化教学提供可落地、可推广的实践参考。

Abstract: Under the guidance of the “integration of teaching, learning, and assessment” concept in the new curriculum standards, high school English homework serves as a key carrier connecting teaching and evaluation, and its design quality directly affects the implementation effectiveness of differentiated instruction. Current high school English homework commonly suffers from issues such as a lack of assessment, formalized tiering, and disconnection from teaching objectives, making it difficult to meet the developmental needs of students with different language proficiency levels. This paper takes Unit 2 “Looking into the Future” from the Selective Compulsory Course 1 (PEP Edition) as the research subject. Based on the theories of integration of teaching, learning, and assessment, the Zone of Proximal Development (ZPD), and multiple assessment theory, and employing textbook text analysis and case design methods, the study constructs a closed-loop system of “teaching objectives - tiered homework - multiple assessment”. It designs three levels of tiered homework cases (basic, advanced, and challenging) and provides reusable assessment rubrics, digital auxiliary tools, dynamic tier management strategies and subject resource libraries. Meanwhile, it puts forward optimization strategies such as objective closed-loop, visualized assessment, and differentiated feedback. This paper also explores model adaptation for different themes, and responds to practical controversies including student labeling and difficult implementation. The research provides implementable and promotable practical references for differentiated instruction in high school English.