Research On The Current Situation And Reading Teaching Strategies Of The Whole Book In Middle And Senior Grade Of Primary School

With the deepening of the new curriculum reform,scholars and teachers gradually realize the importance of reading to the development of students,and the whole book reading teaching is therefore widely concerned.However,because the primary school first-line teachers carry out the whole book reading teaching time is not long,the existing research results are relatively few.What is the current situation of reading teaching in primary school? What are the difficulties encountered in the implementation of teaching? How to solve the problem in the whole book reading teaching? These need to be studied.This study takes the whole book reading teaching as the research object,adopts the literature method,the case law and the interview method three research methods,on the basis of the existing research results,combined with the actual teaching cases of the first-line teachers and the interview results,this paper expounds the relevant contents of the whole book reading teaching in the middle and high stages of primary school.There are five parts in this study,the first part is the introduction,which mainly expounds the background of the research,the significance of the research,the domestic and foreign research review,the research methods and the relevant theoretical basis.The second part mainly defines the related concepts of the whole book reading teaching,and expounds the characteristics,three basic lesson types and value of the whole book reading teaching.The third part of the content of the collection of 30 cases as well as the results of interviews with six teachers to understand the primary school middle and high section of the whole book reading teaching status.The fourth part is an analysis of the existing problems and causes of the whole book reading teaching in middle and high school.During the investigation,the following problems were identified: lack of "whole" planning of teaching,incomplete choice of teaching bibliography,unreasonable setting of teaching objectives,formalization of reading guidance,single teaching evaluation.The main reasons are deep-rooted traditional teaching concept,less theoretical and practical guidance to teachers,heavy teaching tasks and limited energy,and the difficulty of completing the self-study task of reading teaching in the whole book.The fifth part puts forward the teaching strategy of reading the whole book in the middle and high grade of primary school Chinese: selecting the teaching bibliography of the wholebook reading,making the teaching goal of the whole book reading reasonably,systematically planning the whole book reading teaching flow and comprehensively carrying out the whole book reading teaching evaluation.Hope to provide some reference for front-line teachers.