Research On Teaching Strategies Of Whole Book Reading In High School Based On "Teaching-learning-evaluation Consistency"

With the continuous advancement of the new curriculum reform and the revision of the new curriculum standard of high school Chinese,the reading and discussion of the whole book,as one of the learning tasks in the compilation of the new curriculum standard,is also an important part of the integrated edition of high school Chinese textbooks.Therefore,the research on the reading teaching of the whole book has been paid more and more attention,and great achievements have been made in the research.But in the actual whole book reading teaching,there are still some problems.Since the whole book reading teaching is still in a stage of continuous exploration,many front-line teachers have little experience in the whole book reading teaching,and there are problems such as unreasonable teaching objectives,arbitrary teaching activities and single teaching evaluation system.Moreover,the three are disjointed,so many students do not know what specific reading tasks or learning objectives are in the whole book reading.How to read ? What is the effect of reading ? As a result,the whole book reading teaching effect is low.Therefore,this paper attempts to study the whole book reading teaching from the perspective of “teaching-learning-evaluation consistency ”.Through literature research,questionnaire survey and classroom observation,it finds out the problems in the current high school whole book reading teaching,and helps front-line teachers to provide some feasible suggestions on how to improve the deficiency of the whole book reading teaching,aiming to explore a teaching mode with teaching objectives as the core and teaching evaluation as the guide.Teaching activities and teaching evaluation always point to the achievement of teaching objectives,and ensure that teachers ’teaching,students ’ learning and teaching evaluation are highly consistent in the whole book reading teaching.Ensure that students can clear their reading tasks and learning objectives in the whole book reading teaching,know how to complete the task of reading,and can also get timely and effective teaching evaluation,to ensure that teaching objectives,teaching activities and teaching evaluation to maintain internal consistency,improve the teaching efficiency of the whole book reading.The following is the main part of this paper :The first part is the introduction : This paper briefly describes the main research background and significance.By systematically combing’ teaching-learning-evaluating consistency ’,reading teaching of the whole book and Chinese reading teaching based on ’ teaching-learning-evaluating consistency ’,this paper determines the research problems and perspectives,and introduces the research methods,ideas and theoretical basis of this paper.The second part is the high school whole book reading teaching problems and causes analysis.During the first-line teaching practice,the author understands the current situation of the whole book reading teaching in high school through questionnaires and classroom observation,summarizes some problems existing in the whole book reading teaching in high school,and then analyzes the reasons behind these problems.The third part is the strategy to solve the problem.This is the main part of this paper,according to the previous discovery of the current high school Chinese reading teaching in teaching objectives,teaching activities and teaching evaluation of the three aspects of the existing problems,put forward targeted solutions.This paper is mainly based on the perspective of ’ teaching-learning-evaluation consistency ’ to study the reading teaching of the whole book.Firstly,it designs reasonable teaching objectives.Secondly,it designs evaluation tasks according to teaching objectives.Finally,it creates efficient teaching activities according to teaching objectives and evaluation tasks,and plays the role of teaching evaluation in regulating teaching activities.It promotes teaching objectives,teaching activities and teaching evaluation to maintain internal consistency and achieve efficient teaching.In the fourth part,the author mainly takes ’ local China ’ as an example to design the whole book reading teaching case based on ’ teaching-learning-assessment consistency ’,trying to provide some ideas for front-line teaching.The fifth part is the conclusion,a brief review of the main content of this article,summarizes the main points of this article,and reflect on the shortcomings,and put forward vision for the future direction of efforts.