A Practical Study on Backward Design in the Integration of Teaching, Learning and Assessment for English Writing Instruction in Rural Junior High Schools

Abstract

Backward Design, also known as Understanding by Design (UbD), is an instructional design framework that orients the development of teaching assessment and instructional activities around desired learning outcomes. In the context of English writing instruction in rural junior high schools, the integrated design of teaching, learning and assessment based on UbD helps address the prevailing practical dilemmas in this field: the fragmentation of teaching, learning and assessment links, the rigidification of instructional models, and the restricted improvement of students' English writing proficiency. Grounded in the three-stage implementation framework of backward design, the six facets of understanding, and the WHERETO design principles, this paper demonstrates the practical application of backward design in the integrated teaching, learning and assessment system for English writing instruction in rural junior high schools.