The Study Of Teaching Strategies For Reading The Whole Book Of Chinese In Elementary School

The whole book reading is an important content of Chinese reading teaching in primary school.Compulsory education Chinese curriculum standards(2011 edition)the reading learning objectives of primary school are expressed in the following three periods:The low grade(grades 1-2)is “Learning the basic reading knowledge includes reading,subvocalization and punctuation.Students can read fairy tales and fables with the help of pictures in the reading materials,and they will feel the fun of reading.The middle grade(grades 3-4)is learning to read silently,skimming and reading with emotion.Students can grasp the main content of the article,retell the general idea,and experience the thoughts and feelings.The high stage(grades 5-6)is reading with emotion,increasing the speed of silent reading,learning browsing.Students can preliminary understand the character images,emotion,language,and express their thoughts bravely.The reading teaching objectives of these three periods are continuous in a certain degree,but they have their own emphases,and there is a spiral trend between transition and transformation.Therefore,teachers should follow the Chinese curriculum standards′guidance,combining with characteristics of each period students,in order to give students targeted guidance when they doing the whole book reading.The main body of the thesis is divided into four parts,the first part is mainly defines the related concept of the whole book reading in primary school,and clears the whole book reading in this thesis.The second part is the necessity of doing the whole book reading in primary school.This part contains two aspects.Firstly,from the point of view of Chinese curriculum standards to explain the demands for the whole book reading.Secondly,from the perspective of psychology,it explains that reading the whole book meets the needs of students’ different psychological development.The third part mainly uses the questionnaire survey method,starting from the reality level,studies the real situation of the whole book reading in primary school.By investigating the current situation of intertextual reading teaching among teachers and students in three primary schools,we can find and analyze the problems in the whole book reading teaching.The fourth part is the key and focus of this thesis.It mainly according to the current situation of the survey results and analysis of the relevant data,and on this basis,the corresponding solutions are proposed.It mainly from four aspects such as reinforcing the knowledge of the whole book reading,choosing the book of the whole book reading in primary school,grasping the reading methods of the whole book reading and the evaluation of the wholebook reading in primary school.In this part,the paper will take the relevant teaching cases of different periods as the demonstration materials,and according to this,this paper will prove the proposed teaching strategies.As an important reading teaching method,the whole book reading teaching has no perfect template for all teachers and students.This thesis starts from different stages,using scientific and reasonable teaching methods to improve the students’ reading ability of the whole book,and it also help students develop the whole book reading habit to improve their Chinese qualities.At the same time,this thesis is still at a shallow level as a groping research on the problem of the whole book reading teaching in primary school.The author hopes it can provide some inspiration and help for many front line teachers.