A Probe Into The Teaching Of Camel Xiangzi Whole Book Reading Based On The SOLO Taxonomy

With the promulgation of the Language Curriculum Standards for Compulsory Education(2022 Edition),the teaching of whole book reading is receiving more and more attention,and the assessment of whole book reading has been a major problem in language teaching.The Language Curriculum Standards for Compulsory Education(2022 Edition)emphasises that"attention is paid to the whole process of reading whole books,and assessment is based on students’ reading attitudes,reading methods and reading notes." The new language curriculum standards put forward new requirements for language education in compulsory education to change the way of assessment,emphasising attention to the learning process and multiple assessments.Structure of the Observed Learning Outcome is a qualitative assessment method based on Piaget’s Stages of Cognitive Development theory,which is characterised by a hierarchical description of students’ understanding by analysing the quality of their learning outcomes in a particular learning task.The use of this theory to guide the teaching of whole book reading in junior high school is in line with the open-ended nature of whole book reading and helps to promote the hierarchy of the teaching process,enabling process evaluation and thus the integration of teaching and assessment.This study is based on practical research.Firstly,it compares the concept of the SOLO Taxonomy and whole book reading teaching,and discusses the significance of the SOLO Taxonomy to whole book reading teaching.On this basis,a case study of whole-book reading teaching of Camel Xiangzi is used as a breakthrough.The study is based on the SOLO Taxonomy and is designed around the pre-analysis of teaching design,the positioning of teaching objectives,the planning of teaching process and the construction of qualitative evaluation,and is carried out in three stages:"guided reading,self-reading and research reading".It also explores the specific practices and shortcomings of whole book reading teaching under the theory.The results of the study found that constructing qualitative criteria for instructional evaluation based on the SOLO Taxonomy is a way to both discipline students’ reading behaviour with clear criteria and assist teachers in conducting evaluation with clear evaluation guidelines,which together point to the improvement of the quality of whole-book reading instruction.The use of the SOLO Taxonomy to guide the teaching of whole book reading in junior secondary schools has forced teachers to change their conceptions of teaching and learning,and has improved the quality of reading teaching and assessment through the construction of qualitative assessment criteria.The disadvantage is that the theory cannot take into account the level of development in terms of measuring affective attitudes and values,so it needs to be combined with other assessment methods.