Research On The Whole Book Reading Teaching Of Chinese In Junior Middle School From The Perspective Of “project-based Learning”

The results of a questionnaire survey on junior middle school teachers and students in Wuxi Donglin Middle School show that the quality and effect of the whole book reading teaching in junior middle schools are not satisfactory.Aiming at the problems existing in both teachers and students in the teaching of Chinese whole book reading in junior middle school,this study is based on the theory of “project-based learning”,adopts the theme-focused reading teaching strategy,and takes the teaching design of “Growing Novel” as a case to discuss the whole text of Chinese in junior middle school.Book reading teaching is an effective way to create an “efficient classroom”.The main body of the thesis is divided into three chapters:The first chapter is to investigate and analyze the current situation of the whole book reading teaching in junior middle school,which is divided into three sections.The first section is the status quo investigation,explaining the research background,methods,process and results,explaining the design ideas of the questionnaire,and analyzing the relevant data.The second section analyzes the problems and causes in junior middle school Chinese whole book reading teaching on the basis of research: students have insufficient reading,fragmented reading content,and improper reading methods;teachers include low reading quality,teaching design and implementation The ability is weak;the reason behind it is the utilitarian nature of test-oriented reading teaching.The third section is based on the theory of “project-based learning”,and puts forward the teaching strategies and suggestions for reading the whole book in the “theme-focused” style of Chinese in junior middle school.The second chapter explores the whole book reading teaching resources on the theme of“growth” in Chinese in junior middle school,which is divided into two sections.The first section,the theme of “growth” literature and its teaching value,starts with the origin of“growth novel”,and discusses the ideological implication and educational value of “growth”theme literature.“Growing Up Novel” conveys a positive outlook on life and values with emotion and has a strong role model for young students.The second section sorts out the relevant texts on the theme of “growth” in the Chinese recommended books for junior middle school,focuses on the image building of the protagonists of “How Steel is Tempered” and“Jane Eyre”,and explores the value implication of aesthetic education on the theme of“growth”,provides text content for the instructional design of the third chapter “Growing Novel”.The third chapter is based on the theoretical framework of “project-based learning” to carry out the teaching design of the whole book reading of the junior middle school Chinese“Growing Novel”.Using the guided reading type,teachers set project tasks,construct real problem situations with the help of texts,and organize students to carry out cooperative exploration.Students complete homework tasks,learn and master the reading and analysis methods of novels,deeply understand the aesthetic value implication of the literary theme of“growth”,and gain experience and inspiration that are conducive to their own growth.The design of “Growing Novel” reading teaching provides a way to create an “efficient classroom” for reading teaching throughout the book.