Research On The Whole Book Reading Teaching Of Academic Works In Rural Senior High Schools

In order to enrich the teaching experience of reading the whole book of academic works of rural teachers,improve the teaching ability and improve the reading ability of rural students,this study takes Jinyu middle school in Chaoyang District,Shantou City,a typical rural high school as the research object,and takes the teaching and learning of "local China" as an example to investigate and study the relevant teaching situation,analyze the current situation,find out the problems,and focus on the actual problems,This paper attempts to explore the corresponding reading teaching strategies to adapt to the academic works of rural senior high schools.This study is mainly divided into four parts:The introduction part makes a literature review on the research status at home and abroad,and finds that both at home and abroad attach great importance to the whole book reading teaching,but the whole book reading teaching of academic works is in the hot stage of the early research,and the research results are relatively scattered and do not form a strict system.In the first chapter,through interviews and investigations,it is found that the students of the University have no clear reading objectives for the whole book of academic works,lack of reasonable reading methods,and have a certain fear psychology;However,there are some deficiencies in Teachers’ experience,single teaching form,traditional teaching methods,tense teaching hours and teaching evaluation.The second chapter puts forward the reading guidance strategies under the horizon of expectation theory according to the survey reality of the rural senior high school students.Firstly,we should clarify the reading objectives,understand the significance and value of local China,and understand the concept of academic works;Secondly,we should find the correct reading methods,confirm the research problems in combination with the background,understand the key concepts and grasp the logical ideas.The third chapter takes "local China" as an example and puts forward the corresponding teaching strategies from the perspective of cognitive psychology: first,formulate reasonable teaching objectives;Secondly,set appropriate tasks;Thirdly,the dialogue teaching of multi technology integration;And the use of multi form comprehensive teaching evaluation.The fourth chapter combines the actual situation of the school,carries out teaching practice in the form of class and listening and evaluation,and selects exciting reading guidance class,close reading text drawing and mapping theory concept class,reading achievement display and Practice for analysis and research.This paper draws the following conclusions: first,the foundation of rural students is poor,and the reading experience of academic works is insufficient.The basis of teaching is to read the whole book,the focus is to build reading experience,and teachers focus on guidance and guidance.Second,the purpose of reading is to improve the core literacy of Chinese discipline.We should pay attention to the stimulation of interest and reading expectation.Third,the reading instruction course of academic works should emphasize problem awareness and pay attention to the cultivation of methods,such as the understanding of key concepts,the application of mind map,the research of text close reading and the sharing of reading notes.Fourth,don’t put too much emphasis on students’ reading performance,and determine whether it is good or bad according to the score.Instead,we should integrate a variety of teaching evaluation forms,especially the students’ most real reading experience,and don’t set too high requirements for students in the teaching process.