Research On The Present Situation And Strategies Of Whole Book Reading Teaching In Primary Chinese

Reading is a complex cognitive process,which is an important way for people to acquire knowledge,broaden their horizons,and enrich their spiritual world.Reading teaching has always been a research hot spot in the field of Chinese language education.The 2022 edition of the Chinese Curriculum Standards for Compulsory Education lists "reading the whole book" as one of the six language learning task groups in the compulsory education stage,which means that the requirement of "integration of reading in and out of class" has been reiterated.The reading of the entire book of initiation stories is located in the fourth unit of the unified edition of the sixth grade Chinese textbook,"Happy Reading Bar".This type of literary work portrays the image of growing children,which is in line with the reading psychological characteristics of high school students and has an undeniable literary support for the physical and mental growth of children.This study conducted a survey on 300 primary school students in Grade 6 of M Primary School in Y City,as well as 15 primary school Chinese teachers in Y City,X City,and Z City.Based on the analysis of lesson examples,it was found that there are several problems in the teaching of whole book reading in primary school Chinese:limited teaching hours,teachers failing to grasp the entire process of students’ reading;The design of teaching objectives is arbitrary and general;Failing to reasonably design the whole book reading Chinese learning task based on the whole situation;A phenomenon of "general guidance" in teaching;The teaching evaluation system is not perfect enough.The problems of students’ strong reading randomness,shallow reading level,and further strengthening of internal reading motivation in the whole book reading are closely related to the above issues.Through further analysis,this study found that the main reasons for these problems are as follows:firstly,teachers have insufficient understanding of the Chinese language curriculum standards and the reading of the entire book;Secondly,there are deficiencies in teachers’ reading and understanding of initiation stories;Thirdly,teachers have not yet taken effective measures to coordinate and grasp students’ curricular reading and extracurricular reading,especially extracurricular reading situation;Fourthly,teachers have failed to use scientific theories to support their teaching.In response to these issues,this study proposes several strategies for reference:integrating curricular reading and extracurricular reading,grasping the entire process of students’ reading;Multidimensional care to determine teaching objectives;Design learning tasks and strengthen teaching guidance;Further improve the evaluation system.