在我国的语文教育史中，对整本书阅读的研究存在已久，但真正将其重视并归入语文教学的时期，是在最新的普通高中语文课程标准发布之后才开始的。由于研究时间较短，加上整本书自身的特点，关于整本书阅读的语文教学研究，成果较少，且大部分研究结果不成系统。在这些研究中专项对整本书阅读的教学评价研究基本上是没有的，只是部分一线教师的论文中会提到这个方向，但他们都没有专门对此进行细致的探索。鉴于此，本文以整本书阅读评价模式为研究对象，以语文课程标准为研究重点，以评价方式为研究难点，从以下四个方面进行研究。 首先，梳理中外的评价思想、方法、模式，特别是有关中国语文教育评价的相关研究，分析当前语文教育界考核学生方面占主流的评价模式，辨析其利弊，以帮助在整本书阅读教学评价研究时规避这些缺点；其二，以语文课标为准，分析整本书阅读与研讨这个任务群的教学特点，由于选择的方向为白话文长篇小说，所以还需要研究在白话小说类型的整本书阅读教学中，培养哪些核心素养，以及学生的核心素养应培养到怎样的程度才符合语文新课程对学生的要求，以上内容的分析都将帮助我们更好的评价学生；其三，结合所分析的整本书阅读与研讨任务群的培养目标与标准，以及为了规避纸笔测验的缺点，最终选择以评价量表和solo评价相结合的方式来设计对学生的学习评价，在这一步骤需要详细的对评价量表和solo评价进行研究，使这两种评价方法能更好的为整本书阅读的教学评价服务；其四，将研究出来的专门针对白话小说类型的整本书阅读教学的评价模式进行实践，以检验评价设计是否成功。最终，实践的结果证明评价量表能运用在整本书阅读的教学中，且比普通的教师评价更具有优势。

The study of the whole book reading has existed for a long time in the history of Chinese education in our country, but the period that really attached importance to it and classified it into Chinese teaching only started after the release of the latest Chinese curriculum standard of ordinary senior high school. Due to the short research time and the characteristics of the whole book, there are few achievements in the research on the Chinese teaching of the whole book reading, and most of the research results are not systematic. In these studies, there is basically no specific research on teaching evaluation of the whole book reading, only some of the front-line teachers mentioned this direction in their papers, but they did not specifically carry out a detailed exploration. In view of this, this paper takes the whole book reading evaluation model as the research object, Chinese curriculum standards as the research focus, evaluation methods as the research difficulties, starting from the following four aspects. First of all, the evaluation ideas, methods and models at home and abroad are sorted out, especially the relevant research on the evaluation of Chinese language education. The evaluation models that are dominant in the assessment of students in the current Chinese language education field are analyzed, and their merits and demerits are differentiated, so as to help avoid these disadvantages in the evaluation of the whole book. Second, will be subject to language lesson standard, analysis of the whole book reading and discussion teaching features of the task group, due to the direction of choice for the vernacular novels, so need to study in the vernacular novel types of the whole book in the reading teaching, which focuses on core literacy is the part, how to cultivate students' literacy should be the core of the degree to meet the requirements of the new Chinese curriculum for students, the content analysis will help us better evaluate students; Third, combined with the analysis of the whole book reading and discussion group the training target and standard, to avoid the disadvantages of the paper and pencil tests, the final selection evaluation questionnaire and solo evaluation to student's evaluation, a combination of design in this step requires a detailed study of evaluation questionnaire and solo evaluation, make the two evaluation methods can better service for the whole book reading teaching evaluation; Fourthly, the author puts into practice the evaluation model of the whole book reading teaching specifically for the type of vernacular novels to test whether the evaluation design is successful.The result of the final practice proves that the evaluation scale can be used in the teaching of the whole book reading and has more advantages than the common teacher evaluation.