A Study On Whole Book Reading Instructional Design For High School Based On The Concept Of Expressive Assessment

The Standard for General High School Chinese Curriculum(2017 Edition and2020 Revision)incorporates whole book reading into the compulsory high school Chinese course process,aiming to make teachers and students realize the importance of reading the whole book,guide students to learn real reading,eliminate the drawbacks caused by fragmented and simple reading,and cultivate students’ core language literacy through whole book reading.Since the concept of whole book reading was proposed,it has received extensive attention from many scholars,and front-line teachers have applied whole book reading to the classroom,but due to the long-term and complex nature of whole book reading,some teachers have neglected the evaluation process,resulting in inconsistency in teaching,learning and evaluation,and the whole book reading teaching effect is very small.Therefore,how to better evaluate students’ performance in teaching,promote the improvement of students’ core literacy,and improve teaching quality has become an important direction for the whole book reading teaching research.The "Standards for Chinese Curriculum in General High Schools(2017 Edition and 2020 Revision)" proposes to enrich students’ expressive evaluation and promote language teaching with the help of expressive assessment.The concept of expressive evaluation emphasizes the construction of teaching objectives,learning tasks and evaluation activities in one evaluation system,so based on the concept of expressive evaluation,this study proposes the design strategy of high school whole book reading performance evaluation according to the current situation of high school whole book reading teaching evaluation.This paper first sorts out the literature on "whole book reading" and "expressive evaluation" at home and abroad,clarifies the theoretical basis and characteristics of expressive evaluation,and analyzes the application significance of expressive evaluation in the teaching of whole book reading in high school.Secondly,through classroom observation method and interview method,the current situation of reading expressive evaluation design of the whole book in high school is explored,and it is found that there are problems such as unclear teaching objectives,single learning tasks,and lack of evaluation standards.In view of the above problems,focusing on the three elements of expressive evaluation,the optimization strategy of reading expressive evaluation design of the whole book in high school is discussed,and specific strategies such as refining teaching objectives,clarifying evaluation requirements,creating task scenarios,accurately designing evaluation tasks,standardizing design evaluation standards,and improving evaluation activities are proposed.Finally,using case studies and exchanges with school teachers,the teaching plan of "Native China" was jointly designed according to the above expressive evaluation strategies and implemented in the classroom.Through classroom observation and informal interviews,the implementation effect of the strategy was investigated,and the implementation effect was reflected and summarized.It is hoped that it can provide a teaching reference for the integration of expressive evaluation into the teaching of reading throughout high schools.