Teaching Of Reading Whole Books Of Revolutionary Traditional Works In Junior High School Path And Implementation Exploration

Chinese revolutionary traditional culture is an inseparable part of traditional culture,and Chinese revolutionary traditional cultural works are its important carriers,Whether it is about 34 revolutionary traditional culture chapters in the current unified Chinese junior high school textbooks,or the three main course content themes proposed in the "Guidelines for Revolutionary Traditional Chinese Curriculum in Primary and Secondary Schools" and"Compulsory Education Chinese Curriculum Standards(2022 Edition)" issued by the Ministry of Education in 2021,all indicate the position of revolutionary traditional culture works in junior high school teaching.However,due to the large time span and age of individual teaching texts in the textbooks,as well as the limited mastery of the texts by teachers,students have a shallow understanding of revolutionary traditional culture and are unable to empathize,falling into the dilemma of teaching mechanization and politicization,making it difficult and uninteresting for students to read.The large amount of revolutionary traditional culture content in textbooks can certainly inspire students with revolutionary traditional culture,but compared to the entire book,the connection between individual texts is weaker,and the emotional shock generated is far less than that of revolutionary traditional books.In order to improve the problems encountered in the teaching of single revolutionary traditional works,we have introduced the teaching of revolutionary traditional whole books.The teaching of revolutionary traditions throughout a book will create a historical atmosphere for students,explain historical backgrounds,shape rich character images,and make it easier for students to accept and understand.Exploring the whole book teaching of revolutionary traditional works in junior high school can not only deepen junior high school students’ understanding of Chinese revolutionary traditional culture,but also fully utilize the advantages of whole book reading teaching under the guidance of teachers to comprehensively improve their core literacy and actively respond to the training goals proposed in the new curriculum standards.Based on this,in the unified Chinese language textbook,the entire book reading section "Red Star Over China" recommended in the eighth grade first volume is selected for teaching implementation exploration."Red Star Over China" not only meets the ideological requirements of the new curriculum standard for the inheritance of revolutionary traditional culture and the cultivation of morality,but also its value in journalism and literature can meet the requirements of Chinese language teaching.Whole book reading teaching refers to the teaching that aims to cultivate students’ability to read whole books.It requires teachers to provide students with reading methods and experience,guide students to grasp the main ideas and artistic characteristics of the work as a whole,and cultivate good reading habits.The teaching of whole book reading has a large text capacity,a wide coverage,and is holistic,classic,systematic,and autonomous.It can provide a complete cultural field while promoting the common growth of teachers and students.Revolutionary traditional works refer to literary works that can truthfully record the development history of our party from 1919 to the present,contain the excellent spirit of the Chinese nation,significantly reflect the emotional characteristics of patriotism and love for the party,and thus have a certain positive patriotic spirit and revolutionary education effect on students.Being able to comprehensively enhance students’ core competencies while implementing the requirements of cultivating morality and talent in the new era.After summary and analysis,it was found that there are multiple revolutionary traditional works in the current textbooks,and revolutionary traditional works are important.However,accompanied by them are numerous practical teaching difficulties that cannot be ignored.The current teaching of whole book reading of revolutionary traditional works from the perspective of junior high school students has problems such as vague concepts of revolutionary traditional works,limited understanding of historical background knowledge,low subjective initiative in reading,and low reading efficiency.The main reason is that junior high school students lack reading time,their reading interests are in other types of works,and they have fewer opportunities to interact with revolutionary traditional works,resulting in a lack of planning and appropriate methods for reading.There are two problems in the teaching of junior high school Chinese language teachers:firstly,teachers have limited investment in reading and teaching revolutionary traditional works as a whole,and secondly,teachers find it difficult to balance the humanistic and instrumental aspects of revolutionary traditional works.The main reason is that revolutionary traditional works are more complex in content and connotation compared to other whole book works,and have a certain political color,which is difficult for teachers to control.Exploring the teaching path for reading the entire book of revolutionary traditional works in junior high school,teachers should determine targeted teaching objectives based on the characteristics of the new curriculum standard and revolutionary traditional works,while improving students’ core Chinese literacy,and accumulating methods and habits of reading such works.In addition,in order to solve the problem of difficulty in reading revolutionary traditional works and insufficient student initiative,teachers can choose methods such as annotated reading,timeline,and mind mapping when teaching reading.On the basis of determining the teaching objectives and reading methods,the teaching process is set up into five stages.Before starting formal teaching,teachers are required to position their teaching based on the value of the bibliography,and then fully grasp the key points of each stage to guide reading,drive reading,conduct thematic discussions,and expand and extend.Based on the existing problems and teaching paths in the teaching of reading the entire book of revolutionary traditional works,this study explores the implementation of teaching with the example of "Red Star Over China".Firstly,its teaching positioning can be approached from the perspectives of its reading value,its connection with textbook content,and its frequency of examination in Chinese classics during the middle school entrance examination.Taking the book ’Red Star Over China’ as an example,we propose a teaching concept for reading the entire book.The teaching concept is divided into four main stages.The introduction stage stimulates students’ interest in reading,and teaching reading methods lays the foundation for reading;During the comprehensive reading stage,students are assisted in completing the entire book within four weeks through pre-set task lists;In the thematic discussion stage,guide students to conduct thematic discussions from three themes:characters,environment,and red emotions,and assign writing tasks to students while memorizing and appreciating them;The fourth stage explores the story behind ’Red Star Over China’ to open up students’ red perspectives and engage in extensive reading.