A Study On The Teaching Strategies Of The Whole Book Reading In Rural Junior Middle Schools Under The Background Of Big Reading

In today’s world,digital technology changes with each passing day,and we have a wide variety of information carriers.The popularity of mobile phones,the emergence of a large number of apps for reading and listening to books,and a variety of short videos have filled every corner of our information acquisition with fragmented reading.But in rural areas,junior high school students reading whole books is not optimistic.Students’ reading fragmentation,impetuous state,narrow vision,short time,low interest and other problems,coupled with teachers’ lack of class hours,low efficiency,improper methods,and even just focus on the exam when carrying out the whole book reading teaching.When the two meet,"reading the whole book" becomes a mere formality,a slogan.With the help of network resources,we learn from the theoretical research and practical experience of experts and famous teachers,closely link the characteristics of rural junior middle schools,and sort out the evaluation,in the context of reading,discuss the strategy of the implementation of the whole book reading teaching in rural junior middle schools.Since the children of rural junior high school are the subjects of study.Under the background of big reading,combined with the questionnaire survey of junior high school students in urban and rural areas,this paper analyzes the obstacles in implementing the whole book reading teaching in rural areas,and sorts out the goal of the whole book reading teaching.The teaching strategy is embodied in "Morning Flower and Evening Pick-up" as a concrete case.The combination of theory and practice makes this study more referential and operational.It is hoped that through this research,the whole book reading teaching can be promoted in rural junior high schools.Besides the introduction and the conclusion of the last chapter,there are three chapters in this thesis.In the second chapter,starting from "reading",explain clearly "reading",and then define the derivative concept.In the same way,after explaining the "strategy",and investigating and analyzing the implementation basis of the whole book reading teaching in rural junior high schools,it will pave the way for the third chapter to explain the teaching strategy in different levels.The fourth chapter takes "Morning Flower and Evening Pick-up" as an example,after the analysis of the teaching materials and learning feelings,lists the guide class,the teaching design and teaching evaluation of the promotion class and the communication activity class,in order to prove the feasibility of the strategies expounded in the previous chapters.