A Study On The Teaching Strategy Of The Whole Book Reading For Junior High School Students Based On The "Motif"

With the gradual deepening of the new curriculum reform,the cultivation of the core literacy of the subject has become the most important purpose of Chinese education."Reading the whole book" is more and more valued because of its functions such as training thinking,cultivating aesthetics,and nourishing the soul.The "motif' theory derived from the field of literary criticism is introduced into the reading teaching field of the entire book,which plays a role in determining the direction and category of thinking;the exploratory reading around the "motif" can promote the focus and divergence of thinking.Openness and unity.The theory and practice of reading the whole book of"motif type" has great research and promotion value.If it can be used reasonably and continuously,it will provide greater benefits for junior high school students to read the whole book,and promote the improvement of students' literacy and personality growth.The author advocates using the "motif" as the guideline to guide junior high school students in the entire book reading teaching,and carry out effective practice on the basis of theoretical combing and construction.This paper is divided into five parts:The first part is the introduction.Pointed out the reasons for the topic selection,defined basic concepts such as the "whole book" and "motif',summarized the research status of this article,and explained the research methods of thinking.The second part is an investigation of the reading status of the whole book by junior high school students.The author takes the teachers and students of our school as an example.Through a questionnaire survey,I found that there are some problems in the description and evaluation of the reading practice and effects of the whole book by students and teachers:teachers are more important than students,fragments are less than original works,sentiment is more important than analysis,Pay more attention to test but less literacy,etc.The third part is the design of "motif" reading teaching in junior high school.The author sorted out the basic principles established by the "motif",and sorted out the motifs of the masterpieces recommended by the junior high school textbooks.In terms of specific implementation,the author summarized and designed an overall framework for the implementation of the reading introductory class,general reading guidance,motif extraction,topic research,and inquiry communication,and focused on the methods and principles of reading introductory class,general reading guidance,and key breakthroughs.Description.The fourth part is the teaching practice of reading the whole book of "motif" in junior high school.Co-reading and co-writing is a key link in the implementation of the entire book reading of the "motif'.Under the guidance of the "motif',it is necessary to promote the focus and divergence of classroom discourse,help students to exchange ideas,lead the improvement and migration of learning ability,and promote individual spirit Growth and improvement.The author also provides "motif-style" reading inquiry cases and analysis of three masterpieces,such as "Red Stars Shining on China","Water Margin",and "Jane Eyre".The conclusion part summarizes the views and achievements of this article,and provides ideas for subsequent research.