A Study on the Application of the “Integra-tion of Teaching, Learning and Assessment” Teaching Model in Junior High School Eng-lish Reading Teaching
DOI:
https://doi.org/10.63313/EDU.8029Keywords:
Integration of teaching, learning and assessment, Junior high school English teaching, Reading teaching, Teaching modelAbstract
This study takes the application of “the integration of teaching, learning and assessment” (here-after referred to as ITLA) teaching model in junior high school English reading teaching as the research object. Firstly, this study expounds the basic concept of teaching assessment and its important value in the educational process, and then deeply interprets the connotation and ad-vantages of ITLA teaching model. The study points out the problems and challenges existing in the current junior high school English reading teaching in China, and sorts out the theoretical basis and development process of this teaching model. It also explored the influence of ITLA teaching model on the cultivation of students’ autonomous learning ability and the trans-for-mation of teachers’ roles. Furthermore, three specific strategies for implementing this mod-el in junior high school English reading teaching are proposed. Firstly, setting clear learning goals based on the actual situation of students is required. Secondly, designing a rich variety of teach-ing and evaluation activities is required. Thirdly, implementing teaching evaluation and feedback is required. Through the analysis of actual lesson cases, the feasibility and effective-ness of ITLA teaching model in junior high school English reading teaching have been verified. Finally, the study concludes that the application of this model is conducive to promoting the overall im-provement of the teaching quality of junior high school English reading, and has im-portant prac-tical significance and reference value for the reform of English education in China.
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