TITLE:
A Study on the Integration of Teaching, Learning and Evaluation in Senior High School English Classroom Based on the Core Competence of English Subject
AUTHORS:
Yingying Zeng
KEYWORDS:
Integration of Teaching-Learning-Assessment, Classroom Observation, Core Competencies, High School English
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.11 No.8,
August
9,
2023
ABSTRACT: English Curriculum Standards for General High School (2017 edition, Revised in 2020) proposes that the complete teaching activities
should include teaching, learning and evaluation, which requires English
teachers to revolve around the idea of the integration of
teaching-learning-evaluation to carry out teaching practice in high school
English classes, which can effectively develop each student’s core competencies
of English subject. Through observing four classes in the first grade of a high school and interviewing
four English teachers of these classes, aiming to answer the following
questions: 1) What is the current situation of the implementation of the integration
of teaching-learning-assessment in senior English class based on the core
competences of English subjects? 2) What
are the causes of these problems? The study finds that the current problems are
as follows: there is inconsistency in the goals of teaching, learning and
assessment; and the class lacks assessment and its method is simple; besides,
the students’ learning situation cannot achieve the learning goals. Through
interviews, the reasons are as follows: first, teachers’ awareness of the
integration of teaching, learning and assessment isn’t strong enough; Second,
teachers lack the awareness of evaluation; Third, teachers’ awareness of
students’ analysis is slight weak. At last the study puts forward the following
suggestions to solve these problems: first, teachers should strengthen the
understanding of the integration of teaching, learning and assessment; Second,
teachers should enhance the awareness of evaluation in the classroom; Thirdly,
teachers should strengthen the connection between learning situation and
teaching design.