Research On Teaching Strategies Of Whole Book Reading In Junior High School Under The Background Of Blended Learning

The "Chinese Curriculum Standards for Compulsory Education"(2011 edition)pointed out that it is necessary to cultivate students’ broad interest in reading,expand the scope of reading,and increase the amount of reading.Whole book reading has also become a hotspot in educational research in recent years.However,the whole book reading teaching is faced with practical difficulties such as insufficient class hours,unsystematic curriculum system and shallow reading for students.With the advantages of online retrieval and asynchronous communication,blended learning provides new ideas and strategies for reading teaching throughout the book.Based on the real dilemma of whole book reading and the advantages of blended learning,the purpose of this research is to apply blended learning to whole book reading,design specific teaching strategies,guide teaching experiments,and prove the effectiveness of blended learning.First,the author uses the literature research method to form a teaching strategy for reading the whole book under blended learning: in the teaching preparation,the author designs reading punch-in forms for different purposes according to groups;The ability of online sharing and evaluation enables in-depth reading;in teaching evaluation,the author designs and uses evaluation rules to reflect the students’ reading thinking level at that time.Secondly,based on the action research method,the author uses the "Cloud Class Course" APP as an online learning management platform,and takes the famous junior high school book "Dawn of Flowers at Night" as an example to carry out a four-month teaching practice for junior high school students.Finally,the author adopts the method of "before and after questionnaire survey + four rounds of reading test" to analyze the experimental results from two aspects of subjective efficacy and ability test.The experimental results show that using the blended learning model,the average reading interest and cognition of the whole book of junior high school students increased from 2.047 to 3.143;the average strategy selection ability increased from 2.196 to 3.196;The mean values of self-monitoring ability and deep reading ability were also improved compared with those before the experiment.In addition,the proportion of the former structure reflected in the four rounds of tests decreased from 12.5% to 1.79%,the proportion of the single-point structure also showed a gradual downward trend,and the proportion of the association structure increased from 30.36% to 46.43%.Improve on the basis of reading thinking level.In the research process,the author’s innovation lies in supporting reading activities with the "online retrieval strategy","online interaction strategy" and "online evaluation strategy" of blended learning;and design evaluation rules that support mutual evaluation and visualization of reading thinking levels.Based on the research results,the author puts forward application suggestions for blended learning,in order to use educational technology to improve the quality of teaching.