Development And Application Of The Junior High School Chinese "Whole Book Reading" Reading Habit Evaluation Scale

The Standards for Chinese Curriculum in Compulsory Education(2022 Edition)advocates the process and integrity of curriculum evaluation,attaches great importance to the guiding role played by evaluation,and strives to achieve the purpose of "promoting learning through evaluation"."Whole book reading" appears for the first time in the compulsory education language curriculum standards,and cultivating students’ good reading habits is the value pursuit of "whole book reading",and following up the evaluation of "whole book reading" reading habits is an urgent problem that needs to be solved at present.A review of the relevant literature on whole-book reading shows that there has not been much research on whole-book reading habits,and the development of the evaluation tool for the reading habits of the whole book is obviously insufficient.Therefore,taking as a starting point the assessment of the reading habits of all books,it is of great practical importance to develop a scale for the assessment of the reading habits of all books,which not only helps to enrich the research content of the whole book reading,but also helps to implement "promoting learning by evaluation",and provides an effective path for the cultivation of the whole book reading habit of junior high school students.The main research contents of this study are as follows:First,to develop a scale to assess the reading habits of younger students in the language of "whole book reading".Using the literary research method and the principal component analysis method,an index system was initially developed to assess reading habits in the language of ’whole book reading’ among younger secondary school students.Second,an expert consultation method was used to modify the scoring index system according to the experts’ feedback,and after two rounds of consultation,the experts’ opinions were agreed;Then,215 samples were tested on the scale,and based on the test data,SPSS26.0 was used to test the reliability(Cronbach’s alpha)and validity(exploratory factor analysis)of the scale,and the scoring index system was reviewed and retested,and,finally,a "whole book reading" scale to assess younger students’ reading habits,consisting of 3 level 1 indicators,11 level 2indicators and 21 assessment items,as well as weight,grade,and usage rules was established.Second,the application mode of the "whole book reading" reading habit evaluation scale of junior high school Chinese was constructed.The application model is constructed according to the implementation strategy of "assessment for learning" and the application paradigm of the evaluation scale,and the main body of the application model is the student,ensuring that the student is the master of the evaluation and responsible for his own behavior.In this mode,there are three specific application methods of "scale front","scale accompaniment" and "scale post",and the evaluation scale runs through the whole process of reading the book,and its function will change with the change of application timing.By constructing the application mode of the evaluation scale,the problem of how to effectively use the evaluation scale is solved.Third,the evaluation scale is explored in practice according to the constructed application mode.Taking 53 students from the 419 th class of Yangquan No.2 Middle School in Shanxi Province as the practice object,the evaluation scale was applied to the reading of the entire book "Insect Notes" and "How Steel is Tempered".Through the analysis of the results of the three evaluations and interviews,the following conclusions were drawn:(1)through the use of evaluation scales,the reading habits of the students in this class were significantly improved;(2)The use effect of the evaluation scale is delayed;(3)Because each student’s starting point is different,the use of the evaluation scale has different effects;(4)Different students have different levels of acceptance of the evaluation scale;(5)Students have a high degree of recognition of this evaluation method.Fourth,according to the fieldwork and the results of the survey,recommendations are made at two levels: student and teacher.Among them,the student level mainly includes:(1)learning self-evaluation and promoting self-reflection;(2)Clearly evaluate the intention and objectively evaluate yourself;(3)Stick to the use of evaluation scales and take each evaluation seriously.The teacher level mainly includes:(1)guiding students to use the evaluation scale correctly;(2)Cooperate with the evaluation scale to design learning tasks;(3)timely feedback on the use of the evaluation scale;(4)Make good use of evaluation results to help students improve.