Abstract
This study presents an innovative pedagogical framework designed for the “Reading English Literature” course, aligning with the core tenets and objectives of the 2022 revised English curriculum. Grounded in learner-centered principles, the framework introduces a new set of approaches to seamlessly integrate literary narrative-focused instruction into the context of high school English literature education. The proposed approach examines the practical applicability of instructional principles for “Reading English Literature”, with a focus on pivotal factors such as achievement standards and assessment protocols. This study aims to make a substantive contribution to the ongoing academic discourse and pedagogical practice surrounding effective teaching strategies and assessment, specifically attuned to the exigencies of learner-centered English literature education in the high school milieu.
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