An Action Research On Continuation Task Teaching Of Senior High School Based On The Teaching-Learning-Assessment Integration

As an integrated writing approach that combines reading and writing,continuation task exercises students’ language,culture and thinking comprehensively which promotes the development of students’ core literacy.However,the continuation task teaching under the traditional teaching philosophy lacks clear objectives,deep interaction and multiple assessments,which are not conducive to the development of core literacy,becoming a great challenge for teachers and students at present.General Senior High School Curriculum Standards(2020)further emphasizes the teaching-learning-assessment(hereinafter “TLA”)integration,showing clearly the significance of the three associated class elements and placing assessment throughout the teaching process to promote teaching and learning.This is conducive to breaking through the bottleneck of continuation task teaching at this stage.Based on previous researches,two rounds of three-month action researches are conducted to implement the TLA integration into the continuation task teaching,aiming to investigate the effects on students’ writing attitudes and performance in continuation task with two questions:(1)What are the effects of continuation task teaching based on the TLA integration on students’ writing attitudes towards continuation task?(2)What are the effects of continuation task teaching based on the TLA integration on students’ writing performance in continuation task? The 56 students chosen for the study are the second grade of a senior high school in Shenyang.The questionnaires used in the study aimed to investigate the changes in students’ overall attitudes towards continuation task.12 students of different levels and three teachers are invited in interviews after each round of action in order to find out their detailed views and suggestions about teaching.Also,the SPSS 26.0 is used for data collection,collation and analysis.The results show that TLA integration has a positive effect on both students’ writing attitudes as well as performance.Students actively participate in class activities and assess their own writing processes to achieve effective learning.Also,the development of reading,writing and multiple thinking skills are facilitated through using writing strategies consciously.In addition,relevant pedagogical implications are discovered,such as designing objectives scientifically,guiding students to think deeply in order to give full play to their subjectivity,reflecting teaching efficiency collaboratively for optimization,which sieve as a reference for continuation task teaching in the future.