Teaching Research On Whole Book Reading In Elementary School

The cultivation of good reading habits and the improvement of reading ability will help enrich students’ spiritual world,enhance students’ understanding ability and problem solving ability.These all depend on extensive reading.However,nowadays textbooks are mainly composed of single short chapters.Teachers guide students to read based on these single short chapters.In addition,the time and space constraints of Chinese classroom teaching make it impossible for students to effectively expand their reading capacity,and the cultivation of reading quality is also affected.In addition,with the development of network technology,digital reading has seriously impacted the traditional paper-based reading.Students are trapped in the fragmented reading mode in the network with huge amount of information.It is difficult for them to read systematically and the amount of reading is relatively small.Therefore,as a good way to increase students’ reading and expand students’ knowledge,the whole book reading has attracted more and more attention in recent years,and many schools and teachers have also carried out many explorations.In these explorations,how is the whole book reading carried out? What are the problems encountered in the process of development?How to further promote the whole book reading? All deserve further study.Due to the lack of corresponding guidance,students are unable to start and lack of methods when reading the whole book.This study attempts to analyze the process of the whole book reading teaching and the problems in the whole book reading teaching through the case study of the implementation of the whole book reading teaching in three schools,and construct an effective strategy for the implementation of the whole book reading,so as to provide a reference for the implementation of the whole book reading.Experience can be used for reference.This paper is divided into four main parts: the introduction explains the reasons for the topic,combs the previous studies,reviews the literature,defines the core concepts of this study,and introduces the specific design of this study;In the first chapter,according to the requirements of the Chinese Curriculum Standards for Compulsory Education(2011 edition)(hereinafter referred to as the "New CurriculumStandard"),combined with the relevant literature materials compiled by the Ministry of Education,the value of reading the whole book in primary schools is analyzed,and the significance of reading the whole book to students is clarified.In the second chapter,using interview method,taking teachers from three schools who implement the whole book reading teaching as interviewees,the author introduces in detail the general situation of the implementation of the whole book reading teaching in these schools,and probes into the selection of the whole book reading bibliography,the teaching of the three types of courses and the problems in the implementation process.The third chapter mainly combines the analysis of the whole book reading teaching process in the first two chapters,and puts forward relevant suggestions for the whole book reading in primary schools in view of the problems in the whole book reading teaching process.