“Teaching-Learning-Assessment” Alignment Perspective on the Design of Key Tasks and Evaluation in Junior High School Guided Reading Lessons of Classics—A Case Study of Rickshaw Boy

Based on the concept of "teaching-learning-assessment" alignment, this study addresses the practical problem of disconnection among "teaching", "learning", and "assessment" in junior high school classic reading instruction, taking the guided reading of Rickshaw Boy as a case study. Using theoretical construction and design-based research methods, the study aims to design driving learning tasks placed at key reading nodes and construct a closely matched performance assessment system that runs throughout the entire reading process. The research analyzes and attempts to reconstruct a guided reading instruction model for classics, characterized by key tasks as the vehicle and continuous evaluation as the feedback and regulation mechanism. This paper proposes that the integrated design and implementation of key tasks—such as sorting out core character relationships, deliberating on turning points of fate, and deeply exploring themes—can effectively connect reading activities before, during, and after class, allowing assessment to truly integrate into and facilitate deep reading. The goal is to explore a feasible pathway to break the dilemma of fragmented teaching segments and enhance students' reading quality and depth of thinking.