Research On The Teaching Of An Entire Book In Senior High School Citing Four Generations In One House

For a long time,students reading less,and low reading quality has become one of the educational issues that are widely worried by all sectors of society.In order to improve students' Chinese reading ability and improve the current status of reading teaching,the General Senior High School Chinese Curriculum Standard(2017 Edition)officially incorporates the entire book reading into the curriculum and teaching system,and gives specific teaching requirements in the "Teaching Tips" section With suggestions.This means that reading the entire book will no longer be a general extracurricular advocacy,but a prescriptive teaching task that must be completed in high school.However,it has not been long since the entire book has been read and entered the high school Chinese curriculum system,so it still faces great challenges in terms of specific teaching implementation.In view of this,this thesis will carry out a systematic research on the reading teaching of the entire high school Chinese book in view of this real dilemma.The first chapter clarifies the theoretical basis,connotative characteristics and value orientation of the entire book reading teaching.In terms of theoretical foundation,constructivism is directly reflected in the curriculum standards,while the recent development zone theory and reading theory are the inherent requirements for reading and teaching the entire book.In terms of teaching characteristics,the subjectivity of the teaching object,the generative nature of the teaching content,and the systematic nature of the teaching process throughout the book make it more distinctive than the general form of reading teaching.In addition,in terms of teaching value positioning,high school Chinese whole book reading teaching aims to expand students' reading horizons,cultivate students' overall awareness,and play a vital role in constructing the reading experience of the entire book and promoting students' deep reading role.The second chapter mainly discusses the teaching content and teaching strategies of the entire book reading.In determining the specific teaching content,it is necessary to consider the students' ability development needs and the stylistic characteristics of the works.In terms of teaching strategies,teachers should care about the teaching of reading methods and actively highlight reading strategies in the teaching process.At the same time,it is also necessary to stimulate students' reading interest and regulate reading psychology.In addition,for different types of books,we also need to choose different teaching strategies.In the teaching of novels,speculative reading and writing can effectively activate students 'thinking ability and writing motivation,but in the face of challenging academic works,reading with teachers and students is a way to promote students' understanding ability.The third chapter discusses the reading teaching process,teaching organization and evaluation of the entire book.Classroom reading,process monitoring,problem discussion,and achievement display constitute the basic process of teaching.The entire book reading and communication class,writing class,and workshop are the basic organizational forms of classroom teaching.In addition,in the evaluation of the entire book reading,the basic principle of the entire book reading evaluation is to promote learning.The evaluation content is mainly based on the classification of the learning results.In the evaluation method,the reading ability of the student should be the center.The fourth chapter is based on the previous theoretical research,taking "four generations in the same hall" recommended by the curriculum standards as examples,and elaborate from the teaching value of the bibliography,version selection,teaching goal establishment,curriculum and evaluation design,and teaching implementation design.And strive to show the entire process of a specific bibliographic teaching design.