Research On Self-regulation In The Application Of Whole-book Reading Strategy In High School

After the issue and implementation of the Standard for Ordinary High-school Chinese Courses in 2017,high-school Chinese courses in the form of “task-based groups” embraces a new journey of reform.As the primacy of the task-based groups,the “whole-book reading and discussion” strategy has been permeated through the whole change.This strategy has great importance and far-reaching implications.With reference to recent studies and guided by the new standard and the principle of combining theory with practice,this dissertation takes the whole-book reading strategy as the research object and offers a relatively complete series of self-regulation methods.By setting up multi-reading group monitors and self-reading monitors,the goal of cultivating students' self-reading ability and laying the foundation of reading for other task groups can be achieved.Meanwhile,a good habit of self-reading is possible for students to form,of which the persistence can also be enhanced.Therefore,we can have access to upgrade the whole society's reading structure through the promotion of students' reading.Moreover,the sustainability of reading's value and the current situation of social reading can be improved constantly.No matter in the process of the development of self-reading ability or the formation of self-reading habits,through s set of reading controlling,the reading ability of students is increasing,so their core ability to learn Chinese can also get enhanced.In order to implement the practical significance of this thesis,the self-regulation strategy of whole-book reading is guided by the meta-cognitive theory and the zone of proximal development theory,which can make this research more scientific.The whole thesis consists of four chapters.The first chapter involves the survey and analysis of the situation of development of whole-book reading strategy.By using questionnaires,the survey gets some knowledge about the reading situation of students,and then the existing problem of the whole-book reading strategy will be unearthed.Next,through interviews with teachers,this research has a glimpse at what teachers do with the whole-book reading strategy and difficulties that they meet in its application.After discussion on both surveys,this thesis makes contribution to the establishment of practical foundation for the whole-book reading strategy.The second chapter,founded on existing problems of the whole-book reading strategy and analyzes their reasons.Both discussions are based on facts,guided by the new standard,and aimat improving students' capability of reading.In other words,this thesis finds the root cause of these problems,and when discusses reasons that cause the problems,it will also struggle for solutions to solver the problems according to these reasons.The third chapter consists of preparation and conduction of the self-regulation strategy in the application of the whole-book reading strategy.The preparation strategy refers to the earlier preparing period,which includes environmental preparation and cognitive preparation.Environmental preparation is about external atmosphere creation,and cognitive preparation is the strengthening of internal consciousness.To conduct the strategy,this paper believes that,to most extent,multi-reading group monitor and self-reading monitor are effective.The multi-reading group uses the power of partners to set up reading monitors.While the self-regulation monitor means controlling the time,speed,method,and results of reading by students themself under the guidance of their teacher.With the assistance of both internal and external monitor,the effect of whole-book reading can be guaranteed in all aspects.The fourth chapter discusses the introspection of the self-regulation activity in the whole-book reading.From the aspects of research and practice,this paper summarizes the shortcomings of this thesis.The summary is not only a reflection on the entire thesis that has been completed,but more importantly,it enables improvements of research and practice of self-regulation activity in the whole-book reading,and can be capable to manifest the significance of the Chinese course reform.In conclusion,ranging from the environment to the cognition,from groups to students themselves,from internal to external,the self-regulation method in the application of the whole-book reading strategy forms a set of monitoring strategy system,which relate to reading time,reading method,reading speed,reading perception and other indicators.In a word,cultivating core capability,developing reading abilities,forming reading habits and improving reading structure enable the reform of Chinese education to make progress with profound accumulation.