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本文是一篇英语论文写作要求范文，笔者认为教学评估是教学活动中不可或缺的一部分。基于教学评估一体化的英语写作教学需要一个支持性的评估体系，要求教师从发展的角度看待学生的写作学习，把握学生心理、情绪、态度和价值观的变化，促进学生的多样化发展和可持续发展。

CHAPTER ONE INTRODUCTION

1.1 Research Background

According to National English Curriculum Standards for Compulsory Education(2022),cultivating students’comprehensive language ability is the main purpose ofEnglish teaching in junior high school.The language ability includes listening,speaking,reading and writing.Among them,writing is based on the three ones.Therefore,as an output skill,it is a relatively difficult ability to cultivate.For gradeseven students,to reach level three in writing,they should be able to use commonpunctuation marks and simple charts and posters correctly.Also,they are able to writeor reply simple greetings and invitations and use phrases or sentences to describe aseries of pictures and write simple stories.

However,the current English writing teaching in junior high school can not meetthe requirements of the curriculum standard.Teachers and students have muchdifficulty in teaching and learning.Firstly,teachers don’t have proper teachingmethods to teach.The writing teaching mode used by teachers is often skill guidance,arranging questions,putting forward requirements,allowing students to complete itwithin a certain time,and then submit it to the teacher for Assessment.Teachers areusually limited by teaching pressure,and it is impossible to assess everyone’s writingin each unit carefully.Secondly,students have no interest in learning how to write.Traditional writing teaching pays much attention to vocabulary,grammar,sentencepatterns which leads students to consider it quite boring.In the long run,students onlypay attention to the language itself under this learning mode,and it is difficult toexplore the deep meaning and logical relationship of writing materials.

1.2 Research Significance

Promoting the integration of teaching-learning-Assessment has importanttheoretical and practical significance.

1.2.1 Theoretical Significance

On the one hand,there have been a number of studies on the integration ofteaching-learning-assessment in the field of chemistry,politics,English reading inrecent years,but there are few studies on the effect of the integration ofteaching-learning-assessment on specific aspects including students’writing abilitiesand attitude towards writing.

On the other hand,the study on the integration of teaching-learning-assessmentin China is more and more and mainly used in primary English teaching,but the studyon the integration of teaching-learning-assessment in junior high school is less.Thispaper aims to enrich the researches of the integration of teaching-learning-assessmentin junior high schools and explore the effectiveness of the application of theintegration of teaching-learning-assessment to junior high school English writingclass.

CHAPTER TWO LITERATURE REVIEW

2.1 Key Concepts

2.1.1 The integration of teaching-learning-assessment

This part illustrates the definition and characteristics of the integration ofteaching-learning-assessment.

(1)Definition of the integration of teaching-learning-assessment

Teaching-learning-assessment refers to the three aspects of a complete teachingactivity,本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。