Project-Based Learning For Junior High School Whole Book Reading Instructional Design

In recent years,the curriculum standards of primary and secondary schools have continuously put forward clear requirements for the teaching of reading of the whole book,but the teaching of reading of the whole book still faces many difficulties in practice.For example,the reading duration of the whole book is long,the reading difficulty is high,and the students’ autonomy is required;The reading of the whole book is often reduced to a simple superposition of a single reading without highlighting its overall characteristics;The interaction between teachers and students and between students and students in the whole book reading teaching activities needs to be improved;The whole book reading evaluation form is relatively single,etc.Project-based learning fully respects the status of learners as subjects,pays attention to creating real and meaningful learning situations for learners,and emphasizes that learners can actively explore under the guidance of driving problems,and construct learning meanings in the process of problem solving.Project-based reading of whole books helps learners to create real and complete reading situations,help learners read the whole book with full interest,and build a unique reading experience.In view of this,this study attempts to apply project-based learning to whole book reading in junior high school,and provides new ideas for the teaching design of whole book reading.Firstly,this study systematically sorts out the meaning and characteristics of "project-based learning" and "whole book reading" through literature research method,and clarifies that "project-based learning" is a student-centered teaching mode,including six elements: objectives,content,context,activities,outcomes and evaluation,and the characteristics of project-based learning are authenticity,inquiry and creativity."Whole book reading" is a learning activity in which learners take the whole book as the reading object,flexibly use reading methods,and construct reading experience,which is characterized by integration,openness and development.On this basis,the intrinsic fit between the two and the feasibility of reading the whole book in junior high school based on project-based learning are further clarified.Secondly,based on the grasp of the meaning and characteristics of "project-based learning" and "whole book reading",this study summarizes the principles and characteristics of whole book reading teaching design for junior high school based on project-based learning.It is proposed that the project-based design of whole book reading in junior high school needs to follow the principle of integration,autonomy,contextualization and activity,and the whole book reading teaching design of junior high school based on project-based learning has the characteristics of problem-oriented,cooperation-oriented and result-oriented.Thirdly,this study refers to the research results related to project-based learning and attempts to construct the basic framework of reading teaching design for junior high school whole books based on project-based learning.In terms of project selection design: search for core knowledge and determine learning objectives;Condense the bibliographic content and extract the project theme.In terms of project implementation design: raise driving problems and clarify high-order cognition;Design learning activities and plan project outcomes;Scientifically divide into small groups to advance the reading process.In terms of project evaluation design: sharing learning results and public display of evaluation;Deepen the whole process of evaluation and test the learning effectiveness.Finally,this study takes the whole book reading "Insect Notes" in junior high school as an example to develop a sample reading teaching design of whole book based on project-based learning,which not only explains the whole book reading teaching design framework of junior high school based on "project-based learning",but also provides a certain degree of reference for front-line teachers to carry out the whole book reading teaching.