The Implementation And Evaluation Of Whole Book Reading In Informal Learning Space Under The New Curriculum And New Textbook Background

The "Whole Book Reading and Discussion" learning task group(hereinafter referred to as "Whole Book Reading " task group)in the "General High School Chinese Curriculum Standards"(2017 Edition)has rich connotations in the diversity of learning activities,the relationship between teaching and learning,the relationship with other task groups,and its own logical structure.At present,there are some mature practice and experience in promoting the teaching and evaluation of the " Whole Book Reading " task group in traditional class.However,due to the influence of time and space,teaching ideas,evaluation methods and other factors,the rich connotation of the " Whole Book Reading " task group has not been fully implemented.The paper explores the implementation and evaluation of the " Whole Book Reading " task group in the informal learning space through literature research and empirical research,and attempts to make use of the openness,autonomy,diversity and other characteristics of the informal learning space to make up for the limitations of traditional class.Research shows that under such teaching mode,students change the identity from receivers of knowledge to constructors of learning.Teachers change the identity from the leaders of the class to the guides,companions and participants of learning;Learning activities have changed from only teachers’ teaching to a comprehensive course integrating reading,writing and expression;The way of learning evaluation has changed from a single paper and pen test to a diversified evaluation.