Research On Teaching Practice Of Whole Book Reading In Secondary Vocational Schools

At present,the reform of Chinese teaching in secondary vocational schools emphasizes the development of students' all-round Chinese capability.In the field of reading teaching,the whole book reading teaching content is listed as one of the teaching topics for the first time in the “Chinese Curriculum Standards for Secondary Vocational Education(2020Edition)".Corresponding teaching requirements and suggestions are put forward for the teaching of whole book reading in secondary vocational schools.This shows that the whole book reading teaching has become an important part of the secondary vocational Chinese teaching,which puts forward higher requirements for students and teachers.However,The whole book reading teaching in secondary vocational school is still in a state of exploration and research.There are still many difficulties in its comprehensive promotion and popularization,and there are often many problems in the practical stage.Therefore,this paper stands on the predicament of the whole book reading teaching practice in the front line of secondary vocational schools,analyzes the specific problems arising in practice,discusses the causes of the dilemma and the countermeasures,takes the whole book reading teaching practice as the research object,adapts to the teaching situation of teachers and students in secondary vocational schools,and provides practical lessons for guidance.In addition,this paper adopts the literature research method to synthesize the whole book reading teaching theory.According to the actual situation,dilemma analysis adopts the questionnaire survey method,and uses the comparative analysis method to analyze the development of the whole book reading teaching in different situation.In the literature research method,with Ye Shengtao's "whole book" educational thought theory as the core guiding ideology.According to the constructivist learning theory,blended learning theory and project-based learning theory to adjust the theoretical model of whole book reading teaching.In order to solve the specific problems such as the lack of students' autonomous learning ability and the relative lack of teachers' teaching experience.In the questionnaire survey method,a sampling survey was adopted on the teaching situation of whole book reading in local vocational schools,a comprehensive survey was carried out in a sampled class unit,and different questionnaire contents were used to carry out the survey and research according to the students' learning status and teachers' teaching situation.In the comparative analysis method,a comparative analysis is carried out according to the content of the teaching case and the teaching practice experience.The theoretical value is carried out according to the students' pre-test and post-test conditions and project results.On the basis of the research,the author is engaged in the content of Chinese teaching,also has participated in various teaching and scientific research practice activities in the whole book reading teaching activities.This paper is based on the above research methods and research foundation,which more truly reflects the teaching practice of front-line teachers in secondary vocational schools,and the proposed practice strategies can be well used in frontline teaching.This research is to analyze the dilemma in the teaching practice of the whole book in secondary vocational schools.Combine teaching theory to solve dilemmas,meet the teaching needs of teachers and students,and achieve valuable teaching results.In terms of teaching theory,Ye Shengtao's "whole book" educational thought is taken as the core educational theory,and constructivist learning theory,blended learning theory and projectbased learning theory are used to guide students' self-reading,discussion,and presentation.The three-stage classroom of "Guide Reading-Intensive Reading-Display" makes the lessons further landed.With the help of reflections to improve the theoretical system,supplementary to solve more problems in teaching practice.This research have the following innovative value.First,broaden the theoretical system of the whole book reading teaching.Integrating Ye Shengtao's "whole book" educational thought with contemporary teaching theories achieve the guiding ideology fit with the theory of practice in each link and stage of the whole book reading teaching.The second is to clarify the teaching value and direction of whole-book reading teaching in secondary vocational schools,discuss the positioning of this teaching in the entire secondary vocational Chinese reading teaching system.It shows the teaching idea of "integration of literature and specialization" in Chinese teaching.The third is to provide a concrete and feasible teaching practice path for the whole book in secondary vocational schools.It discuss the causes of the difficulties existing in teaching practice and the corresponding countermeasures.There are pointing out the practice path for front-line teachers to carry out the whole book reading teaching,and providing real and effective teaching methods.