A Study On The Application Of Learning List In The Teaching Strategies Of The Whole Book Reading In Primary Schools

As an auxiliary tool of classroom teaching,learning list can be described as the teaching facilitator,with which teachers guild students to study and explore actively.On basis of the implicit methods and strategies of the learning list,students can carry out exploratory learning around related issues.Under the guidance of the learning list,the process of learning not only refers to the absorption of knowledge,but also a conscious exploration of the source of the knowledge.Containing the key and difficult points of teaching content,a learning list is terse and concise in terms of its content.Thus,students are more likely to be encouraged to learn actively and inquiringly in a logic way under the guidance of the learning list.Gradually,students can acquire the difficult and key points of the knowledge.Regarding its form,when the learning list is beautifully designed and consists of several concise and interesting factors,it can stimulate students' interests and motivation.To sum up,under the philosophy of student-based,the learning list is designed to facilitate students' autonomous learning and further to improve their thinking and manipulative ability by utilizing enlightening,interesting and exploratory questions.Basically,this thesis mainly aims to identify the design and implementation of reading list and the effects of its application to the strategies of whole book reading in Chinese teaching in primary schools through relevant literature review and case studies,thus to provide practical knowledge about how to design and implement this method in daily practices for primary Chinese teachers in China.This study contains the following five parts:In the introduction chapter,the rationale and implication of this research is presented,and the research gap is identified through literature review.The second chapter introduces the basic definition and theories of reading list,including the theory of the zone of proximal development,the theory of discovery learning,the theory of "learning from doing" and the strategy of the advance organizer.The third chapter focuses on the compiling of learning list,introducing its principles,process and methods.The fourth chapter discusses its implementation in the strategy of whole book reading teaching in Chinese teaching in primary schools,mainly focusing on process and effects.In the last chapter,the reflection of its application is done,highlighting proposal for the future research through identifying its potential deficiencies and problems.