“教–学–评”一体化视角下初中英语写作教学实践  

English Writing Teaching Practice from the Perspective of Integrated “Teaching-Learning-Assessment” in Junior High Schools

作　　者：荆瑄 鄢婷婷 

机构地区：[1]北京市第十二中学,北京

出　　处：《创新教育研究》2025年第2期304-309,共6页Creative Education Studies

摘　　要：初中阶段,英语写作能力的培养已成为学生语言技能发展的关键环节。然而,传统的英语写作教学模式过于侧重知识的传授,常常忽视了对学生写作过程和学习成效的全面评价。仅依靠教师的面批反馈,虽然能够解决个别学生的问题,但对大多数学生的写作能力提升效果有限。为此,探索“教–学–评”一体化模式的写作教学评价体系显得尤为重要。该模式不仅注重师生评价的互动,还融入了生生互评环节,这一方式能够有效促进学生之间的互学,帮助学生更深入理解写作评价标准,从而更精准地指导自己的写作,提升写作水平。因此,文章将探讨在“教–学–评”一体化视角下的初中英语写作教学实践策略,旨在为提升英语写作教学质量提供新的思路和方法。The development of English writing skills has become a crucial part of junior high school students’ language proficiency. However, the traditional English writing instruction model tends to focus too much on knowledge transmission, often neglecting comprehensive evaluation of students’ writing processes and learning outcomes. While teacher feedback through face-to-face corrections may address individual students’ issues, its impact on improving the writing skills of most students is limited. Therefore, it is particularly important to explore an integrated “teaching-learning-assessment” model for writing instruction. This model not only emphasizes the interaction between teacher and student evaluations but also incorporates peer assessments, which effectively promote peer learning among students. It helps students gain a deeper understanding of writing evaluation standards, enabling them to guide their own writing more accurately and improve their writing skills. Therefore, this article will explore practical strategies for English writing teaching in junior high schools from the perspective of integrated “teaching-learning-assessment”, aiming to provide new

关 键 词：“教–学–评”一体化 生生互评 写作教学 

分 类 号：H31[语言文字—英语]