整本书阅读在整个高中语文课程中具有十分重要的地位。已有关于整本书阅读教学的研究多聚焦在小说等文本的整本书阅读，甚少有戏剧剧本的整本书阅读教学，也缺乏针对戏剧教学的独特方法。本研究以《茶馆》为例，探索了戏剧整本书阅读教学的理念、方法。

首先，本研究结合调查问卷分析高中戏剧整本书阅读教学现状及问题。调查显示，学生对于戏剧整本书的阅读兴趣、阅读投入均低于其他类型的文本；教师对戏剧整本书阅读的教学比较单一；回归分析发现，学生对于戏剧整本书阅读的兴趣取决于戏剧整本书阅读教学开展数量以及教师所采取的戏剧表演的教学方法，而戏剧整本书阅读教学开展数量也决定了学生戏剧整本书阅读投入。

其次，基于戏剧整本书阅读教学的现状，研究根据《普通高中语文课程标准（2017年版2020年修订）》的有关理念，结合戏剧文体的独特性提出戏剧整本书阅读教学的目标定位以及情境性、整体性、深度性等设计原则。

再次，结合老舍先生的经典话剧《茶馆》进行案例设计实践，并对其成效和不足进行反思。第一，在教学目标中，确定了品味语言的个性化、京味儿以及幽默讽刺，感受和体验鲜活个性的人物美以及“图卷戏”的结构美，理解老舍关于民族振兴的精神寄托等目标。第二，在教学环节中，创设情境，设计具体学习任务。以《茶馆》戏剧表演为核心任务，将其细化为通读全剧，梳理情节；自选角色，品味台词；参与竞演，赏析人物；舞台设计，海报宣传；演出展示，尝试创作等。第三，在教学评价中，结合不同的评价方式，恰当选用来有效提升学生语文核心素养；同时关注评价主体的多元化，建立整本书阅读过程中的评价共同体。

反思发现，在学生阅读方面，目前存在对戏剧整本书阅读兴趣增强但无暇广泛阅读、阅读深度加深但缺乏个性解读、掌握多种戏剧阅读方法但无法迁移使用等问题。在教师教学方面，《茶馆》整本书阅读教学目标全面，但深度挖掘不够；情境创设合理，学生积极性高；学习活动多样，方法指导到位；评价科学有效，但反馈不够具体。由此，本研究进一步提炼出未来的“大情境三阶段多任务”戏剧整本书阅读教学范式。

针对本研究存在的问题与不足，研究者还可以继续深入研究，进一步探索《茶馆》等戏剧整本书阅读教学。

The whole book reading plays a very important role in the entire high school Chinese curriculum. The existing research on the whole book reading teaching mostly focused on the whole book of novels and other texts reading, but there were few of drama scripts reading teaching. Taking teahouse as an example, this study explored the ideas and methods of the whole book of drama reading teaching.

Firstly, with the help of questionnaire, this study analyzed current condition and problems of the whole book of drama reading teaching in high school. It showed that students’ reading interest and investment in the whole book of drama were lower than other types of text. Besides, teachers’ techniques of teaching the whole book of drama reading were monotonous. Regression analysis found that students' interest in reading the whole book of drama depended on the number of the whole book of drama reading teaching and the teaching method of the drama performance adopted by the teacher, and the number of the whole book of drama reading teaching determined the reading commitment of the whole book of drama.

Secondly, based on the current situation of the whole book of drama reading teaching, combined with the uniqueness of the drama style, this study proposed the goal positioning of the whole book of drama reading teaching and design principles of situational, integrity and depth according to relevant principles in the ordinary high school Chinese curriculum standard (2017 edition, 2020 Revision).

Thirdly, this study selected the classic drama teahouse created by Lao She to carry on the case design and practice, and reflected on its effects and shortcomings. First, the teaching objectives included to taste the personalization of language, Beijing dialect and humorous irony, to feel and experience the beauty of characters with vivid personality and the structural beauty of "picture scroll drama", and to understand Lao She's spiritual sustenance on national rejuvenation. Second, in the teaching process, situation was created and specific learning tasks were designed. Taking the drama performance of teahouse as the core task, it was refined into some tasks: reading through the whole drama, combing the plot; choosing one’s own roles and appreciating lines; participating in competitions and appreciating characters; stage design and poster promotion; displaying performance and trying to create, etc. Third, in the evaluation, taking different evaluation methods into consideration, appropriate methods were selected to effectively improve students' Chinese core literacy; at the same time, attention was paid to the diversity of evaluation subjects, and an evaluation community was established in the whole book reading process.

After reflection, it is found that in terms of students' reading, there are currently problems. After the whole book of drama teahouse reading teaching, students' interest in reading has been increased significantly, but they don't have time to read widely; the reading depth is gradually deepened, but there is a lack of personality interpretation; students have mastered a variety of drama reading methods, but it is difficult to use them continuously. In terms of teacher teaching, the teaching goals of the whole book teahouse are comprehensive, but the in-depth excavation is not enough; the situation creation is reasonable, and the enthusiasm of students is high; the learning activities are diverse, and the method guidance is in place; the evaluation is scientific and effective, but the feedback is not specific enough. Therefore, this study further concluded the future "three-stage multi-tasking" reading teaching paradigm of the whole book of drama.

In view of the problems and shortcomings of this study, researchers can continue to study in depth and further explore the whole book of drama like teahouse reading teaching.