The Teaching Research Of Rural China Of "The Whole Book Reading"

As the first of the 18 learning task groups,"Reading And Discussion Of The Whole Book" clearly proposes to read a novel and an academic work within the designated scope.However,from the current situation,there are many researchers and teachers in the teaching of "Whole Book Reading" of novels,but few people pay attention to the teaching and research of "Whole Book Reading" of academic works.In this case,the research on Rural China,being not only the classic representative works of sociological works,but also the appointed reading section of the unit of Whole Book Reading in the compulsory Volume I of the senior high school Chinese textbook,can be the best breakthrough in the teaching and research of Whole Book Reading of academic works.Although the academic circles have paid attention to the operation and practice of "Whole Book Reading" teaching of Rural China,they have failed to elaborate on its teaching value,teaching status,students' reading methods and teachers' teaching methods.In view of this situation,on the basis of summarizing and analyzing the existing teaching design cases of Whole Book Reading,this paper from the student aspect puts forward the reading methods of five stages: " self-reading,annotated reading,intensive reading,research-based reading and Rereading",and puts forward the teaching methods of the construction of outline acquisition by learning task lists,the creation of reading community with learning cooperative groups,and the promotion of speculative reading and expression with topic researching teaching from the teacher level.Finally,a complete teaching case of Whole Book Reading in Rural China is designed to provide a reference for front-line teachers.The details are asfollows:The first part discusses the teaching value of Rural China in the Whole Book Reading.in First of all,the value of "whole book reading" should be positioned from the macro level.Then from the micro level,it analyzes the language value,thinking value,aesthetic value and cultural value of the teaching of Whole Book Reading of Rural China.The second part investigates the current teaching situation of Rural China in the Whole Book Reading.This part applies questionnaire survey to investigate the current teaching situation of Rural China,including the reading situation of students and the teaching situation of teachers,and analyzes the results of the survey,then draws a conclusion.The third part analyzes the teaching strategies of Rural China.First of all,as for the reading strategies of students,the author puts forward a five-stage reading method based on the existing research,which includes " self-reading,annotated reading,intensive reading,research-based reading and Rereading",and makes a specific analysis and explanation combining with the text content of Rural China.Secondly,as for the teaching strategies of teachers,It mainly refers to the existing Whole Book Reading cases,from which three teaching strategies suitable for Rural China are extracted,including the construction of outline acquisition by learning task lists,the creation of reading community with learning cooperative groups,and the promotion of speculative reading and expression with topic researching teaching.Finally,as for the evaluation strategy of teaching,It includes "taking improving reading literacy as the fundamental goal,taking dynamic process as the evaluation focus,building a diversified evaluation subject,and clarifying the evaluation key points according to the works".The fourth part is about the teaching design of Rural China.First of all,The overview of Rural China mainly explains its version,catalog,reference materials,learning objectives,teaching arrangements,etc.Secondly,a complete reading guidance case of Whole Book Reading of Rural China is designed from the three stages: attraction and guidance,communication and display,application and summary.