基于教学评一体化的初中英语读写结合课教学设计——以译林版七年级下册第三单元为例

A Teaching Design of Junior High School English Reading-Writing Integrated Lesson—Taking Unit 3 of Yilin Press Grade Seven Volume Two as an Example

摘要: 基于2022版《义务教育英语课程标准》的实施背景，当前初中英语常态课堂普遍存在读写教学割裂、过程性评价滞后、教学目标与课堂活动错位的三重现实困境，本文以教学评一致性三因素模型、读写共生认知理论为双重理论支撑，选取译林版七年级下册第三单元阅读板块说明文Welcome to Sunshine Town作为核心教学语篇，综合运用文献分析法、教学设计法、课堂案例实证法三类研究方法，构建“以读促输入、以写促产出、以评促修正”一体化读写教学实施路径。本文搭建“读前激活–读中语篇解构–写前支架搭建–写中分层产出–写后多元评改”五阶闭环教学流程，配套覆盖阅读理解、语言运用、篇章建构、情感态度四大维度标准化三维评价量表，实现教学目标、学生课堂活动、全过程评价三者同源对齐。课例实施结果显示，教学评一体化读写设计可有效打通阅读输入到书面写作的迁移通道，将标准化评价量表作为常态化学习工具嵌入教学全流程，真正落地“以评促学、以评促教”育人目标，为初中七年级说明文读写融合常态课堂提供可复制、可量化、标准化的实操范例。

Abstract: Against the reform background of the 2022 Compulsory Education English Curriculum Standards for Full-time Schools, prominent contradictions remain in daily junior high school teaching practice: reading and writing are separated in daily classes, assessment activities lag far behind teaching procedures, and teaching objectives fail to match learning tasks. Based on the three-factor consistency model of Teaching-Learning-Assessment (TLA) and the cognitive theory of reading-writing symbiosis, this paper selects the expository text Welcome to Sunshine Town (Unit 3, Grade Seven Volume Two, Yilin Press) as the core teaching material. Three research approaches are adopted in this paper: literature analysis, instructional design and classroom case research. A closed-loop five-stage teaching framework is constructed, including pre-reading activation, while-reading text deconstruction, pre-writing scaffolding, differentiated writing output and post-writing multi-dimensional evaluation and revision. A three-line standardized assessment rubric covering four dimensions (reading comprehension, linguistic performance, textual construction and affective engagement) is developed to realize the identical alignment among teaching objectives, student activities and whole-process assessment. Classroom practice proves that the integrated reading-writing design under TLA integration can effectively build the transfer channel from receptive reading input to productive writing output. When assessment rubrics are embedded as regular learning tools throughout all teaching stages, the core educational goals of promoting learning and teaching via assessment can be fully achieved. This study provides operable, quantifiable and replicable standardized classroom samples for Grade Seven expository integrated reading-writing lessons in junior high schools.