A Survey On The Application Of ITLA In Senior High English Reading Classes In The Context Of Core Competencies

The integration of teaching,learning and assessment(ITLA)is formally proposed by the General Senior High School English Curriculum Standards(2017 Edition),which aims to improve the quality of education and teaching,implement the objectives of core literacy and realize the function of moral education through subject instruction.ITLA follows the trend of paradigm shift in assessment and can effectively promote the deep development of assessment theory and practice,as well as effectively solve the problems of separation between curriculum standards and practical teaching,teachers’ "teaching" and students’ "learning".Therefore,it is of great practical significance to explore in depth the integration of teaching,learning and assessment.This study takes 15 English teachers and 98 students from two classes in Jinan University Town Experimental Senior High School as the research subjects and investigates the current status of the implementation of ITLA in high school English classroom by using questionnaires,interviews and classroom observations.It intends to address the following questions: 1)What is the overall implementation status of the ITLA in high school English reading classes? This question included two sub-questions:(1)What do high school English teachers understand about ITLA?(2)What do high school English teachers do to implement ITLA in reading classes? 2)What are the factors that influence high school English teachers’ implementation of the ITLA in reading classes?The research findings are: 1)Most high school English teachers have positive attitudes towards the ITLA,but their understanding is not comprehensive and there are misconceptions.2)Most high school English teachers’ practice of ITLA also have problems.In the pre-class preparation stage,teaching objectives are narrated in abstract way,and the assessment tasks are not designed specifically enough;in the classroom implementation stage,the activities of teaching,learning and assessment are generally consistent,but the assessor tend to be always the teacher,and the assessment method is monotonous;in the post-class reflection stage,teachers can recognize the important part of reflection in the ITLA and do carry out post-lecture reflection,but their reflection are usually incomplete and superficial.The main factors contributing to these problems include: 1)teachers’ lack of theoretical learning and practical research,their awareness of objectives,assessment literacy and ability to design the ITLA need to be improved;2)students are highly utilitarian and test-oriented,lacking the initiative to learn,and mostly adapt to the traditional cram mode;3)school’s over emphasis on the rate of college entrance,with insufficient attention to students’ well-rounded development and inadequate efforts in training for in service teachers.