Research On The Teaching Of Chinese Whole Book Reading In High School Based On "Teaching-Learning-Assessment Alignment"

With the continuous deepening of the curriculum reform in basic education,how to guide students to carry out high-quality whole book reading has become a hot topic and focus of research by Chinese educators.At the same time,the theory "Teaching-Learning-Assessment Alignment" has widely entered the vision of front-line educators.Itregards learning objectives as the core of curriculum and teaching,requires teaching,learning,and evaluation to share objectives,regards evaluation as the key to curriculum and teaching,requires the design of evaluation tasks that match objectives,and embeds evaluation into learning activities,in order to utilize evaluation to reverse teaching and improve teaching effectiveness.In view of this,the author introduces the theory of"consistency of teaching evaluation" into the teaching of high school Chinese whole book reading,with a view to combining the theory of "Teaching-Learning-Assessment Alignment" with the teaching of high school Chinese whole book reading,thereby responding to the expectations of the curriculum standards and guiding students to carry out high-quality whole book reading.This article consists of three parts:introduction,text,and conclusion.In the introduction section,the author focuses on the research background,significance,and methods,and summarizes the existing research results.The main body is divided into three chapters.The first chapter mainly uses the literature analysis method to analyze and elaborate the conceptual characteristics,theoretical basis,class types,and implementation process of "teaching evaluation consistency" based high school Chinese whole book reading teaching,aiming to build the theoretical framework of this study;The second chapter analyzes the current situation of "Teaching-Learning-Assessment Alignment" in the teaching of reading the entire book from both the teacher and classroom levels using survey analysis and particle analysis;The third chapter uses the empirical summary method to propose targeted improvement Teaching of Chinese Whole Book Reading in High School Based on "Teaching-Learning-Assessment Alignment".Through theoretical research and current situation analysis,the author believes that carrying out "Teaching-Learning-Assessment Alignment" based on Teaching of Chinese Whole Book Reading in High School can play a role in improving the effectiveness of Teaching of Chinese Whole Book Reading in High School and cultivating students’ core language literacy.However,during the implementation process,there are also problems such as teachers’ weak awareness of goals,teachers’ evaluation literacy to be improved,and teachers’ insufficient design ability.In response to these issues,the author proposes corresponding improvement measures,including:strengthening the awareness of goals,reasonable development goals;Transforming evaluation concepts and improving evaluation literacy;Improve design capabilities and build research and training platforms.Although the Teaching of Whole Book Reading based on the"Teaching-Learning-Assessment Alignment" will bring many challenges to language educators,in the long run,this model can play the guiding role of the reading goal of the whole book,play the role of the whole book reading evaluation in teaching,and ultimately enable students to improve their core Chinese literacy in the process of high-quality whole book reading.