Exploring the implementation of "teaching-learning-assessment" integration in elementary school English teaching under the model of large-unit teaching

Abstract

This paper explores the significance and implementation pathways of "teaching-learning-assessment" integration in primary school English within the framework of large-unit teaching. Against the backdrop of curriculum reform emphasizing holistic learning, large-unit teaching integrates fragmented knowledge into thematic units, facilitating this integration.

Case studies show that this model significantly enhances students' comprehensive English abilities, particularly in practical communication and critical thinking, while cultivating their metacognitive awareness and autonomous learning skills. Teachers also improve their instructional design and assessment literacy. However, challenges exist, such as teachers' insufficient experience in large-unit planning and the lack of standardized assessment resources.