introduction

We discussed the background of introducing post reading continuation questions in the national college entrance examination and emphasized the importance of improving high school students' English reading and writing abilities. It is pointed out that teachers need to understand the principle of promoting learning through reading and writing, and use teaching evaluation to reflect and adjust their teaching. According to the "Curriculum Standards for Ordinary High School English", teaching evaluation should run through the teaching process and achieve consistency in "teaching learning evaluation". Through the diagnostic learning model of the "Excellent Diagnosis Learning System", this article will elaborate on the construction of a teaching framework for reading and writing based on diagnostic assessment, in order to achieve the goal of promoting learning and teaching through evaluation.

Journals reviewed

This article summarizes the importance of diagnostic assessment in determining the strengths and weaknesses of language learners, providing teaching decision-making basis, and its application in basic education, such as promoting high school English writing and vocabulary teaching. At the same time, the framework teaching based on the theory of the zone of proximal development was introduced, emphasizing the dual connotations of teacher guidance and student subjectivity. As a research paradigm for improving classroom teaching practice, the basic process and steps of lesson study are elaborated in detail. In addition, it is pointed out that there is currently limited research on the application of diagnostic assessment in high school English reading and writing teaching. This article aims to explore how to effectively build a teaching framework for reading and writing through case studies and an optimization learning system, in order to optimize classroom teaching and enhance students' English writing abilities.

A Study on the Construction of Reading and Continuing Writing Scaffolds under Diagnostic Assessment

A lesson study on the construction of a writing support system for high school English reading continuation was introduced. This study takes a public class of Q teacher from a key high school in Chongqing as a case study to analyze the teaching strategy of reading and writing based on diagnostic assessment. The selected text for the lesson is an unfinished narrative that tells the story of the protagonist's pursuit of their dreams through a reverse chronological approach. Teacher Q conducted a writing micro skill pre-test on the students in the teaching class using the Youjixue system, and found that the students have deficiencies in discourse coherence, recognition of discourse style features, discourse coherence, content communication, and grammar application.

conclusion

This study demonstrates how to use diagnostic assessment techniques to build a teaching framework for high school English reading continuation teaching through lesson examples. Teachers diagnose students' writing micro skills through the excellent diagnosis system, adjust teaching methods after collective discussion, and realize evaluation to promote teaching and learning. The combination of diagnostic assessment and teacher experience avoids one sidedness in teaching and promotes the organic integration of teaching and evaluation. The author hopes that more teachers will apply diagnostic assessment to post reading writing teaching, accurately identify students' weaknesses, and play a promoting role in evaluation.