introduction

The importance of teacher classroom teaching evaluation was discussed, emphasizing its role in improving teaching quality, diagnosis, guidance, and motivation. The Curriculum Standards point out that teachers should design language learning activities based on evaluation objectives, pay attention to student participation and classroom processes, implement evaluation through English activities, and achieve an organic combination of teaching, learning, and evaluation.

The Current Status of Classroom Teaching Evaluation Activities for Continuing Writing after High School English Reading

The current situation of classroom teaching evaluation activities for high school English reading continuation was discussed, and it was pointed out that evaluation activities have problems of shallow level, fragmentation, and single methods, which have not fully played the role of evaluation in promoting learning and teaching. The main issues include: 1) The evaluation objectives of teachers mainly focus on the summative evaluation of language ability, using the evaluation criteria of the college entrance examination English reading continuation test; 2) The evaluation method and organization mainly rely on students' self correction, lacking integration with the reading and writing process, and not fully utilizing the feedback and motivational effects of evaluation; 3) The evaluation subject is single and mainly led by teachers. The root cause of these problems lies in the fact that teachers and students use reading and writing as a type of college entrance examination question for teaching, which has a strong tendency towards exam taking.

The connotation and characteristics of classroom teaching evaluation activities for promoting deep learning in high school English reading continuation

The key role of classroom teaching evaluation activities in promoting students' deep learning was emphasized, and it was pointed out that deep learning requires students to pay attention to the logic, relationships, and principles behind knowledge, and to think based on personal experience. Liu Yuexia and Guo Hua (2018) proposed that continuous evaluation is an important component of deep learning, and a diversified evaluation system should be constructed with student development as the core. The teaching of reading and writing can stimulate students' endogenous expression motivation, promote the acquisition of language knowledge and the improvement of language expression ability. The classroom teaching evaluation activities promoting deep learning should focus on the effectiveness of teachers' teaching behavior, the achievement of learning goals, the evaluation of the learning process, and the generation of students' English learning. Evaluation activities should have clear goals, detailed content, rich methods, diverse organizational forms, and diverse subjects to promote the development of students' core competencies. The classroom teaching evaluation activities of teachers should run through the entire process of students' deep learning, achieving the function of promoting learning and teaching through evaluation.

Implementation strategies for classroom teaching evaluation activities of high school English reading and writing continuation to promote deep learning

Taking the 38th provincial demonstration course of "Southern Teaching and Research Lecture Hall" in Guangdong Province as an example, this paper explores the implementation strategies of high school English reading continuation classroom teaching evaluation activities to promote students' deep learning. The lesson material is a narrative essay that requires students to interpret textual clues, analyze problems, and understand the theme. Students have some experience in reading and writing, but they need guidance from teachers in analyzing problems and expressing themselves creatively. The implementation strategy includes: deeply interpreting the text content, clarifying the reading and writing evaluation objectives; Implement the principle of collaboration and refine the content of reading and writing evaluations; Utilize problem chains and mind maps to deepen the evaluation methods for reading and writing; Focus on read-write connections and optimize the organizational form of evaluation; Carry out personalized evaluation and leverage the role of multiple evaluation subjects. Through these strategies, the aim is to focus on the development and comprehensive growth of students' core competencies, connect them with classroom teaching objectives, and promote students' deep learning.

conclusion

Emphasis was placed on the role of post reading continuation in promoting students' deep learning, and it was pointed out that teachers should comprehensively consider evaluation objectives, content, methods, and organizational forms in teaching, in order to stimulate interaction among students, teachers, and groups, and promote innovation in teaching and learning methods.