《义务教育语文课程标准（2022年版）》提出了过程性评价，提倡应大量使用过程性评价考评学生的学习效果，发挥过程性评价对促进学生参与课堂、发展学生语文素养能力的重要作用。教师要有意识地在整本书阅读中，充分发挥过程性评价的功能，推动整本书阅读教学实施，提升教学成效。本研究从理论设计和案例实践两个方面入手，将过程性评价应用于整本书阅读教学当中，以过程性评价策略在《红星照耀中国》的整本书阅读教学中的实践为例，探究过程性评价对提高整本书阅读质量的效果。

本论文以义务教育阶段语文课程标准为指导，符合学生成长实际需要，结合学生阅读部编版语文课本中《红星照耀中国》的问题，将过程性评价应用于整本书阅读教学之中，以便通过关注学生的阅读过程，提高整本书教学的质量。根据过程性评价实施的需要，笔者将整本书阅读教学中过程性评价的应用划分为“导读-研读-总结”三个阶段，在每个阶段中综合使用评价量表、表现性评价、思维导图等评价策略引导学生关注阅读过程。导读和研读是旨在引导学生深入《红星照耀中国》的文字当中，对个人的学习过程和学习效果做出正确评价；总结阶段是紧承上两个环节的学习效果，总结反思个人学习行为，并能将学习行为进行迁移。通过实践检验发现，过程性评价可以激发学生兴趣来促进阅读的持续投入，同时能提高学生的阅读的积极性，推动学生的深入阅读，实现有梯度的阅读，以及调动学生的拓展阅读积极性，推动学生课外自主阅读实践，养成良好的自主阅读习惯。尽管如此，过程性评价在整本书阅读教学中依然存在很多问题。例如兴趣带来的投入持续力低，需要反复督促和刺激才能长久有效；过程性评价策略种类还需拓展，使其更符合灵活动态的特点；过程性评价中整本书阅读梯度性区分不明，还需加强评价标准的设计与细化，让其兼顾过程和能力检测的特点。本研究为过程性评价在初中语文整本书阅读教学提供可参考性的经验示范，提升了教师尝试整本书阅读教学过程性评价设计与实施的信心。当然，本研究还有很多不足，将来要在未来的发展中不断实践、总结和改正。

The Chinese Curriculum Standard for Compulsory Education (2022 Edition) puts forward the process evaluation, and advocates that the process evaluation should be widely used to evaluate students' learning effect, and play an important role in promoting students' participation in the classroom and developing students' Chinese literacy ability. Teachers should consciously give full play to the function of process evaluation in the whole book reading, promote the implementation of the whole book reading teaching and improve the teaching effect. This study starts with theoretical design and case practice, and applies the process evaluation to the whole book reading teaching. Taking the practice of the process evaluation strategy in the whole book reading teaching of Red Star Shines on China as an example, this paper explores the effect of the process evaluation on improving the whole book reading quality.

Guided by the Chinese curriculum standards in compulsory education, this paper conforms to the actual needs of students' growth, and combines the problem of Red Star Shines on China in the Chinese textbook compiled by the students' reading department to apply the process evaluation to the whole book reading teaching, so as to improve the effect of the whole book teaching by paying attention to the students' reading process. According to the needs of process evaluation, the author divides the whole book reading teaching into three stages: reading guidance, studying and summarizing. In each stage, evaluation strategies such as evaluation scale, performance evaluation and mind map are used to guide students to pay attention to the reading process. The purpose of reading and studying is to guide students to go deep into the text of Red Star Shines on China and make a correct evaluation of the individual learning process and learning effect; The summary stage is to closely follow the learning effects of the two links, summarize and reflect on individual learning behavior, and transfer learning behavior.

Through the practice test, it is found that the process evaluation can stimulate students' interest to promote the continuous investment in reading. At the same time, it can improve students' enthusiasm for reading, promote students' in-depth reading, realize gradient reading, mobilize students' enthusiasm for expanding reading, promote students' extracurricular independent reading practice and develop good independent reading habits. Nevertheless, there are still many problems in the process evaluation in the whole book reading teaching. For example, the investment persistence brought by interest is low, and it needs repeated supervision and stimulation to be effective for a long time; The types of process evaluation strategies need to be expanded to make them more flexible and dynamic; In the process evaluation, the gradient distinction of the whole book reading is unclear, so it is necessary to strengthen the design and refinement of the evaluation standard, so that it can take into account the characteristics of process and ability testing. This study provides a referential experience demonstration for the whole book reading teaching in junior middle school, which enhances teachers' confidence in trying to design and implement the whole book reading teaching. Of course, there are still many shortcomings in this study, which should be constantly practiced, summarized and corrected in the future development.