Research On The Teaching Status And Strategies Of Reading The Whole Book Of Chinese In Senior High School

The “General High School Chinese Curriculum Standards” promulgated by the Ministry of Education in 2017 clearly stated that “whole book reading and discussion”should be used as the learning task group of the high school Chinese curriculum,which made requirements on the teaching objectives and teaching content.Reading is incorporated into the high school Chinese curriculum system,which improves the status of the entire book reading teaching in Chinese teaching.The whole book reading has gradually become a hot topic in Chinese education,but there are still some problems in the teaching process.The full implementation of the whole book reading teaching still faces many challenges.The current situation of high school Chinese whole book reading teaching is not optimistic.This thesis is based on the reading teaching status of the whole book.Taking Qufu No.1 Middle School as an example,it conducts field investigation and research,explores the cause of the problem,and proposes effective solutions to the problem.It is divided into four parts: the introduction part,which mainly discusses the four aspects of the research origin,significance,methods,and research status at home and abroad.The first chapter is an overview of the reading of the whole book.First,the concept of reading the whole book is defined,and the connotation of reading teaching of the whole book is explained.Secondly,based on the core Chinese literacy in the Chinese curriculum standards,the effectiveness of reading teaching in the entire book in high school is discussed.Finally,it discusses the theoretical basis for reading the entire book.In order to construct an overall understanding of the reading of the whole book,affirm the necessity of this thesis research.The second chapter is an investigation of the current teaching situation of the whole book reading in Qufu No.1Middle School,taking teachers and students as the object of investigation.The main problems of students reading the whole book are as follows: the reading consciousness of the whole book is weak;the reading utility is strong and the reading behavior is passive;the reading time is short and the plan is lacking;the reading method is single and the lack of in-depth reading.Teachers have a lack of guidance in reading the entire book;there is a single form of teaching,a lack of overall planning awareness;and a single method of teaching evaluation.Finally,the cause of the problem is analyzed.The third chapter proposes improvement suggestions and specific teaching implementation strategies for the problems.The suggestions forimprovement are mainly from three aspects: creating a reading atmosphere in the society,improving the school curriculum,and improving the reading literacy of teachers.Design specific teaching strategies for the entire book around the three questions of "how to stimulate the interest of reading the whole book","how to provide effective reading guidance" and "how to evaluate readings and deepen the effect of reading",and inspire reading interest through guided reading and reading activities Teachers provide reading guidance from three aspects: the formulation of reading plans,the selection of reading books,and the reading methods.Reading evaluation is discussed from the diversification of reading methods and the comprehensive evaluation content,making the teaching strategy more targeted and operable.