Journal of Teaching Innovation and Evaluation
JTIE, Vol. 1, No. 1, 2026, pp.102-114.
Print ISSN: 3107-1848; Online ISSN: 3107-1856
Journal homepage: https://www.tiejournal.com
DOI：Https://doi.org/10.64058/jtie260110rtecr
刘彩华（Liu Caihua)
摘要：本文聚焦跨学科视野下中学语文读写教学与评价问题。在学科融合日益显著的背景下，立足语文学科本位，探讨如何打破学科界限，促进语文与其他学科协同发展，提升学生语言文字运用能力与核心素养。文中阐述了跨学科读写教学设计的整合性、驱动性、主体性、合作性原则，介绍了教学设计框架与实施策略，包括确定教学目标与主题项目、创设真实学习情境、设计驱动性任务群、提供学习工具与支架、分享交流学习成果等步骤。同时，构建了基于跨学科核心知识与共通素养目标的教学评价体系：评价内容为学科知识的驱动性问题及子任务群，评价方式多维度、多样态，且贯穿教学全程。旨在为一线教师提供深度思考与实践借鉴，提升教学质量，助力学生全面成长。
关键词：跨学科视野；中学语文；读写教学；教学评价
作者简介：刘彩华，广东肇庆中学高级教师，研究方向：中学语文教学与评价。电邮：fxzyezi@126.com。
Title: Research on the Teaching and Evaluation of Chinese Reading and Writing in Secondary Schools from An Interdisciplinary Perspective
Abstract: This paper focuses on the teaching and assessment of Chinese language reading and writing in middle schools from an interdisciplinary perspective. Against the backdrop of increasing disciplinary integration, it remains grounded in the discipline of Chinese language, exploring how to break down subject boundaries, promote synergy between Chinese and other subjects, and enhance students’ language proficiency and core competencies. The paper elaborates on four principles of interdisciplinary reading and writing instructional design—integration, driving force, learner-centeredness, and collaboration—and introduces the instructional design framework and implementation strategies, including steps such as defining instructional objectives and thematic projects, creating authentic learning contexts, designing driving task clusters, providing learning tools and scaffolds, and sharing and exchanging learning outcomes. In addition, it constructs a teaching assessment system based on interdisciplinary core knowledge and common competency goals, in which the assessment content consists of driving questions and sub-task clusters related to subject knowledge, the assessment methods are multidimensional and diverse, and the assessment runs through the entire teaching process. The paper aims to provide frontline teachers with in-depth reflection and practical guidance, thereby improving teaching quality and supporting students' holistic development.
Keywords: interdisciplinary perspective; secondary school Chinese; reading and writing instruction; teaching evaluation
Author Biography: Liu Caihua, Senior Teacher, Zhaoqing Middle School, Guangdong. Research Interests: Teaching and Assessment of Chinese Language in Secondary Schools. E-mail: fxzyezi@126.com.
Received: 12 Dec 2025 / Revised: 20 Apr 2026 / Accepted: 30 Apr 2026 / Published online: 30 Apr 2026 / Print published: 30 May 2026.
