| In the current round of curriculum reform,the educational goal of our country is to cultivate people with core literacy.In combination with the practice of Chinese reading teaching,only relying on individual selected articles in textbooks cannot meet the needs of cultivating students’ core literacy.Chinese educators are increasingly aware that to improve students’ core literacy,they must increase the amount of extracurricular reading and let students read the whole book.From the "Compulsory Education Chinese Curriculum Standards(2011 edition)" mentioned "read more books,read good books,read the whole book" to the "General High School Chinese Curriculum Standards(2017 edition)" officially listed the whole book reading as one of the 18 learning task groups,the whole book reading has been more and more widely concerned by scholars in the educational circle.The teaching of the whole book bibliography in junior middle school is not only conducive to further improving students’ Chinese literacy,but also plays an important role in promoting the professional growth of Chinese teachers and the development of Chinese education.But in fact,the whole book reading teaching in Chinese classroom is still facing many complex problems,so to explore the effective mode of the whole book reading teaching becomes a key foothold of this research.As a research-based teaching mode,project learning is a long time to optimize a variety of teaching mode,project learning will be the "project" as the center of teaching,by creating based on real situation of the project tasks stimulate students’ interest,arouse the students’ learning drive,lets the student with a variety of learning resources,to complete the project in practice experience and the cooperation and communication,Through the implementation of projects to improve the comprehensive quality of students.Therefore,the author believes that project learning can be an effective mode of Chinese whole book reading teaching.Through access to relevant literature and data,this study analysis the project learning applied to the junior middle school language significance,feasibility and value of the whole book reading teaching to explore the project learning and the junior middle school Chinese book reading teaching combined with the concrete implementation strategy,in order to improve the junior middle school language reading teaching practice,the entire book promote the development of the whole book reading teaching.The main content of the study is divided into six chapters.In chapter one,the introduction briefly describes the research background,research purpose and significance,research ideas and methods,and conducts a literature review around this topic.The second chapter is the theoretical research part.Firstly,it defines the concepts related to project learning and the whole book reading.Secondly,it explains the theoretical basis of the application of project learning in the whole book reading teaching of Junior high school Chinese,including constructivism learning theory,multiple intelligence theory and dialogue theory.After that,the feasibility analysis and significance of the application of project learning in the whole book reading teaching of Chinese in junior middle school are analyzed.The third chapter is the investigation and research part,mainly for junior middle school students issued questionnaires and carried out interviews with teachers,and then analyzed the survey results and found some problems in the current reading of the whole book,including: 1.Students’ reading is highly utilitarian;2.Lack of method guidance;3.Interaction is not prominent;4.Insufficient attention;5.Lack of scientific and effective reading evaluation system.Then,attribution analysis is made from the perspectives of students,teachers,schools and society.Chapter four discusses the teaching design principles of whole book reading in junior middle school based on project learning,and expounds the implementation strategies of the combination of project learning and whole book reading: 1.Based on the curriculum standard learning situation,clear learning objectives;2.Establish project topic selection and design driving problems;3.Made project plans and divided activities;4.Provide reading guidance and build task scaffolding;5.Use multiple platforms to display exchange achievements;6.Improve the evaluation system and carry out the whole evaluation.The fifth chapter combined with the specific bibliography of the whole book,carries on the case design of the application of project learning in the reading teaching of the whole book in junior high school,in order to provide some new ideas for the front-line Chinese teachers in junior high school to carry out the teaching of the whole book more effectively.The sixth chapter is the conclusion part,which summarizes the whole paper,reflects on the shortcomings of the research,and thinks about the future research direction. |
