Design and Implementation of Senior High School English Reading Teaching under the Integrated Concept of "Teaching-Learning-Assessment"

DOI: https://doi.org/10.62517/jhet.202615307

Author(s)

Biyin Xu

Affiliation(s)

School of Foreign Languages, Liaocheng University, Liaocheng, Shandong, China

Abstract

This study explores the design and case analysis of senior high school English reading teaching under the integrated concept of “Teaching, Learning and Assessment” (TLA), aiming to solve the disconnection between teaching, learning and assessment and the lack of systematic evaluation in traditional reading instruction. Guided by the General High School English Curriculum Standards (2017 Edition, Revised 2020), it integrates Tyler’s Rationale and Backward Instructional Design to construct a closed-loop teaching model. Adopting the “What-Why-How” text analysis framework and three-stage activity sequence, the study translates core competencies into observable objectives and assessment indicators. Taking a reading text from the PEP textbook as an example, it demonstrates the whole-process embedding of formative assessment. The findings indicate that TLA integration effectively shifts reading teaching from knowledge-oriented to competence-oriented, enhancing students’ interpretive ability, thinking quality and cultural awareness. The proposed framework and case offer practical implications for advancing assessment reform and curriculum implementation.

Keywords

Integrated "Teaching; Learning and Assessment"; Senior High School English Reading Teaching; Instructional Design; Case Analysis

References

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