问题链教学与“教、学、评”一体化的融合路径研究——以译林版八下“Unit 1 Past and Present Reading”为例

The Integration Path of Question Chain Teaching and “Teaching-Learning-Assessment” Alignment—A Case Study of the Section of “Unit 1 Past and Present Reading” in the Yilin Edition Grade 8 English Textbook

摘要: 问题链教学与“教、学、评”一体化是当前英语教学改革中的两大热点议题，二者在理论逻辑与实践路径上具有天然的相容性。本文从目标同构、结构同构与功能互补三个维度论证二者的理论契合，构建问题链驱动–教、学、评一体化融合框架，并以译林版八年级下册Unit 1 Past and present Reading板块为例，展示如何在阅读教学中实现问题链设计与评价嵌入的有机融合，促进语言能力与思维品质的协同发展。研究表明，问题链教学是落实“教、学、评”一体化的有效抓手，其核心价值在于将评价从总结性测验转变为伴随性诊断。

Abstract: Question chain teaching and the integration of teaching, learning, and assessment are two prominent issues in current English teaching reform, and they are inherently compatible in theoretical logic and practical pathways. This paper demonstrates their theoretical alignment from three dimensions: goal isomorphism, structural isomorphism, and functional complementarity. It constructs a question-chain-driven integration of teaching, learning, and assessment framework, and takes the “Reading section of Unit 1 Past and Present” in the Yilin Edition Grade 8 English Textbook (Book 2) as an example to show how to organically integrate question chain design and assessment embedding in reading instruction, thereby promoting the coordinated development of language competence and thinking quality. The study shows that question chain teaching is an effective lever for implementing the integration of teaching, learning, and assessment, and its core value lies in transforming assessment from a summative test into ongoing diagnostic assessment.