Of the problem

The importance of whole book English reading in primary and secondary education was emphasized, and the focus of teachers in book selection, curriculum planning, classroom guidance, and reading activity organization was pointed out. At the same time, it pointed out the insufficient research on the integrated strategy of "teaching learning evaluation" in the whole book co reading. The chapter also explores how to enhance students' intrinsic motivation and make them active readers through multiple evaluation subjects, open reading tasks, and diverse evaluation forms.

The concept and value of whole book reading through teacher-student co reading

This article introduces the concept of collaborative whole book reading between teachers and students, emphasizing its aim to cultivate students' independent thinking ability and achieve it through planning of reading stages, methods, and levels. At the same time, the concept of "teaching learning evaluation" integration was elaborated, emphasizing the interdependence and collaborative role of teachers, students, and evaluation in the process of educating people. Based on this integrated concept, the collaborative reading of whole books by teachers and students not only promotes language and thinking development, but also reflects the educational value of English reading education, that is, cultivating active readers with broad reading interests and good reading behaviors. By using multiple evaluation subjects, open reading tasks, and diverse evaluation forms, we aim to stimulate students' autonomy, decision-making power, and internal drive, and help them become more outstanding active readers.

Guiding Strategies for Whole Book Reading of Middle School English Teachers and Students Based on the Integration of "Teaching Learning Evaluation"

This article introduces the guidance strategy of whole book reading for middle school English teachers and students based on the integration of "teaching learning evaluation". Firstly, it emphasizes the joint role of teachers and students as evaluation subjects, and through the overall construction and design of evaluation content, form, and proportion, process oriented and summative evaluation tasks are designed to enhance students' participation enthusiasm. Taking 'Wonder Boy' as an example, the process of clear evaluation design and optimization adjustment of evaluation tasks is demonstrated. Secondly, the discussion focused on setting diverse and open reading tasks, cultivating students' independent thinking ability and deep thinking through steps such as guiding reading classes, optimizing and adjusting reading tasks, and assigning creative writing tasks. Finally, various forms of evaluation were introduced, including sharing after reading chapters and sharing after reading the entire book. Through teacher-student evaluation, student student evaluation, and self-evaluation, students' self reflection and language abilities were improved.

brief summary

Emphasis was placed on the significant improvement of students' language ability, reading interest, and thinking quality through the integration of "teaching learning evaluation" and the collaborative reading of the entire book by teachers and students. Students have enriched their thinking and mastered the usage of "one word has multiple meanings" by sharing and learning from others' language usage after reading. The reading and evaluation tasks designed by teachers have improved students' oral and writing abilities. Future teaching exploration needs to focus on the coordinated development of language and thinking, differentiated evaluation task design, and the integration of thematic significance and language learning tasks.