Research On Teaching Strategies For Whole Book Reading Under The Background Of Core Literacy

Scholars and first-line Chinese teachers have drawn a broad focus to the core quality of Chinese,which is a highly debated issue in light of the current curriculum reform.The Ministry of Education,in its April 24 th,2014 Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Cultivating Virtues and Cultivating People,proposes that "at present." The Ministry of Education shall arrange research and propose the fundamental literacy system for the growth of pupils in each school division.Clarifying the essential character and key ability that students must possess to satisfy life’s requirements.The proposed task group of "whole book reading and discussion" has greatly increased the significance of whole book reading in high school Chinese reading instruction.The teaching tips for this task group explicitly state that the Chinese curriculum standard for high school students should be read independently,both during and outside of class,so that students can use this capability to complete the independent reading in and out of class more effectively.Despite the fact that the majority of teaching approaches do not foster aptitude,the impact of students’ independent reading is not encouraging.From this,This paper seeks to devise a teaching approach for the whole book reading in accordance with the current circumstances,by examining pertinent literature on the subject and assessing the outcomes.The questionnaire.To furnish this task group with method reference and enlightenment for their teaching practice,this is the basis.This paper proposes a teaching strategy for the whole book reading,based on the current situation of the reading,by examining pertinent literature and examining the questionnaire results.This will provide method reference and insight into the teaching practice of this task group.It is easy for teachers to formalize the whole book reading teaching in order to complete the task,in which the process guidance,problem setting,task design and other links may lack the guidance for the cultivation of independent reading ability.The initial section of this article is devoted to exploring the research’s origin,importance,current circumstances,and technique.Subsequently,a comprehensive analysis of the current state of reading instruction for the entire Rural China book is conducted.Finally,the third part of the investigation,focusing on stationery,summarizes the difficulties students face while reading the entire book.The inquiry uncovered primary issues,such as teachers’ lack of cognizance of reading tasks and goals,and pupils’ disconnection from the reading process from their teachers’ direction.Evaluation topics and single reading methods are examined.An examination of the root causes of the aforesaid issues is conducted: teachers’ instruction is disconnected from the curriculum regulations,teachers’ understanding of the entire book is shallow,and teachers’ teaching objectives are not targeted.No entitlement exists for students to devise their own reading experience.Countermeasures to the issues of the second part are proposed in the third section.Carrying on the teaching design in accordance with the countermeasure,the fourth part serves as a guide for the entire book to be taught to frontline educators.