High School Chinese Whole Book Reading Teaching Research

With the "reading and discussion of the whole book" as the first group of learning tasks in the course content of the "Chinese Curriculum Standards for General High Schools(2017 Edition)" coming into the public view,whole-book-reading teaching became a hot topic.In-class teachers realized the importance and practical significance of whole-book-reading teaching and are actively engaged in whole book reading teaching practice.However,due to the characteristics of the whole book,students’ learning conditions and teachers’ lack of systematic theoretical support and methodological guidance and other factors,the effectiveness of whole book reading teaching needed improving.The objective of this paper was to improve the effectiveness of whole book reading teaching in high school,targeting at Shen Congwen’s The Border Town as a teaching material,and made effective attempts for the practice of whole-book-reading teaching.This paper intended to explore the practice of whole-book-reading teaching throughout the book in three parts: the introduction,the body,and the conclusion.In particular,the body part consisted of five chapters.The introduction mainly discussed the background of the topic of this study and the related research status,analyzed the purpose and significance of the study,and introduced the research methods adopted in this paper.Chapter 1 outlined the basic concepts of whole-book-reading teaching of Chinese courses in high schools including its basic features and its practical significance.Chapter 2 focused on the choosing objectives for whole-book-reading teaching in high schools.The principles for choosing teaching objectives was Chinese core competency,value of the material,and condition of the students.The author choose The Border Town as an example.Chapter 3 analyzed the design of the whole-book-reading teaching process in Chinese courses of high schools.The author divided it into three parts: before reading introduction,during reading instruction,and after reading discussion,and thus carried the whole-book-reading teaching of Border City.Chapter 4 analyzed the evaluation of whole-book-reading teaching practices in Chinese courses of high schools.The author mainly takes The Border Town as a material to investigate the evaluation principles and evaluation methods of the whole-book-reading teaching practice of Chinese courses of high schools.Chapter 5 discussed the results and insights from whole-book-reading teaching practices in Chinese courses of high schools.The following conclusions were drawn: whole-book reading was beneficial to standardizing students’ reading methods,stimulating their interest in reading whole books,enhancing their comprehensive abilities,and ultimately improving their language proficiency.We hoped that this study would provide references for high school Chinese teachers who were looking for the effectiveness of whole-book reading.