Keywords
Junior high school English
Teaching
Submitted : 2025-08-05
Accepted : 2025-08-20
Published : 2025-09-04
Abstract
With the deepening of educational reform, junior high school English teaching should be further optimized. Teachers need to actively introduce new educational concepts and teaching methods to better stimulate junior high school students’ interest in English reading, strengthen their understanding and application of knowledge, and improve educational effectiveness. As a current popular educational model, “teaching, learning, and assessment” integration can greatly enrich the content of junior high school English teaching, broaden educational paths, and strongly promote students’ more comprehensive development. In view of this, this paper analyzes the application of “teaching, learning, and assessment” integration in junior high school English teaching and proposes some strategies for reference by colleagues.
References
Jia Y, 2025, Research on Standardized Teaching of “Teaching-Learning-Assessment” Integration in Junior High School English Unit Teaching. China Standardization, 2025(2): 238–240.
Liu K, 2025, Practice of Junior High School English Reading Teaching Based on “Teaching, Learning and Assessment Integration”. Educational Science Forum, 2025(1): 16–19.
Sun Y, Chen Y, 2024, Research on Junior High School English Reading Based on Teaching-Learning-Assessment Integration. Overseas English, 2024(23): 172–174.
Li Y, 2024, Exploration and Implementation of Comprehensive Practical Activity Paths in Junior High School English Based on Large Unit Teaching. Proceedings of the 4th China Basic Education Forum and the 36th Academic Annual Meeting of the Chinese Society of Education (Volume II), Chinese Society of Education, Tianjin Municipal Education Commission, Shanghai Minhang District Xinsong Middle School: 86–94.
Yan J, Li W, Li M, 2024, Practice of Junior High School English Teaching Design Under the “Teaching-Learning-Assessment” Integration Model. Journal of Chuxiong Normal University, 39(6): 148–155.
Huang X, 2024, Design and Implementation of the “AODPC” Five-Step Writing Strategy Series Achievements of the Practical Research on “Teaching-Learning-Assessment” Integration in Junior High School English Written Expression. Journal of Guangxi Institute of Education, 39(3): 191–196.
Liang H, 2024, Research on Application Strategies of the Concept of “Consistency of Teaching-Learning-Assessment” in Junior High School English Reading Classes: Taking Unit 5 “Where Did You Go on Vacation?” in Grade 7 Volume I of Luyan Edition as an Example. Chinese Teachers, 2024(23): 67–69.
Chen L, Jiang C, 2024, Discussion on the Integration of Teaching-Learning-Assessment in Junior High School English Reading Teaching. Shanxi Science and Technology News, June 24, 2024, B03.
Zhang L, 2024, Exploring the Path of Effective Junior High School English Teaching with “Teaching-Learning-Assessment” Integration: Taking Jiangsu Junior High School Oxford English as an Example. English Square, 2024(S1): 83–86.
Zhou K, 2024, Research on the Overall Unit Teaching Design of Junior High School English for International Understanding Education, thesis, Sichuan Normal University.
Chen Z, 2024, Empirical Research on the Overall Unit Teaching of Junior High School English Based on Teaching-Learning-Assessment Integration, thesis, Sichuan Normal University.
Wei X, 2024, A Comparative Study on Classroom Assessment Literacy of Novice and Experienced Junior High School English Teachers Under the Background of “Teaching-Learning-Assessment” Integration, thesis, Sichuan Normal University.
Cui H, 2024, Action Research on the Integration of Teaching-Learning-Assessment in Junior High School English Reading Based on Cognitive Diagnosis, thesis, Qufu Normal University.
Chen X, 2024, Investigation and Research on the Implementation Status of “Teaching-Learning-Assessment” Integration for Junior High School English Teachers, thesis, Xi’an International Studies University.
Mei M, 2024, Research on Junior High School English Reading Teaching Based on “Teaching-Learning-Assessment” Integration. English Square, 2024(15): 122–125.