Research On The Teaching Path Of IBDP Entire Book Reading

China included the "whole book reading" in the construction of the learning task group in the "General High School Chinese Curriculum Standards(2017 Edition)" in 2018,there are a lot of experience around the world that can be used for the whole book reading teaching.The "IBDP Language A: Literature" course is a curriculum system dedicated to allowing students to use various text criticism methods to read and appreciate the entire book.The "IBDP Language A: Literature" course is composed of three areas of exploration: "Readers,Authors and Texts","Time and Space" and "Intertextuality: Interrelationships of Texts",all of which are based on the essence of literature and indicate to teachers and students teaching path.By comparing the old syllabus of the 2013 edition with the new syllabus in 2019,it is not difficult to find that the highlight of the course lies in the emphasis on the teaching subject,the evaluation system that combines teaching and testing,and the training goal of developing metacognitive thinking.The three teaching paths in whole book reading constructed based on this are: clever use of evaluation methods to promote a benign interaction between evaluation and teaching,turning the end of teaching as the starting point of teaching;designing "anchored teaching" activities to allow students to share and discuss styles In the classroom,"anchor" is used as the entry point to penetrate into the text;the development of "intertextuality",from the gradual exploration of the content of the work to the author's selection,allows students to construct the vision of literary criticism with "intertextuality" as the growth point.In these teaching path,students will transform from passive recipients of learning to active learners,and teachers will gradually grow into a composite role integrating designers,teachers,instructors,learners,and reflectors.