Research On The Application Of ICAP Framework In The Whole Book Reading Teaching Of Hong Lou Meng

Since the The General High School Chinese Curriculum Standard(2017 Edition 2020Revision)established the “Whole Book Reading and Discussion” task group,the whole book reading teaching has attracted more and more attention from scholars and front-line teachers.Hong Lou Meng,as a curriculum standard text of the whole book reading,is restricted by students’ reading habits,class time and text features,and front-line teachers generally reflect that there are certain difficulties in the reading teaching of the whole book Hong Lou Meng.In order to solve the above problems,this thesis takes the ICAP framework as the theoretical guidance to try to find a feasible path for the whole book reading teaching.The ICAP framework is widely used in many subject areas and learning communities.It is a comprehensive learning theory with high operability and guidance.The theory is based on students’ explicit behavior,positioning students’ cognitive development process,predicting learning outcomes,and classifying learning styles into four types: passive,active,constructive,and interactive.The four learning styles from low to high represent students’ learning engagement,which in turn is positively correlated with learning ability.Applying ICAP to the whole book reading teaching practice of Hong Lou Meng can not only help the “independent,cooperative and inquiry” learning style advocated by the new curriculum reform to be implemented efficiently,but also provide new perspectives and thoughts for improving the reading teaching practice of the whole book of Hong Lou Meng.The thesis is divided into four parts.The first part,from the perspective of the theoretical construction and teaching value of the ICAP framework,demonstrates the feasibility of the ICAP framework to guide the reading teaching of the whole book of Hong Lou Meng.The second part focuses on the practical exploration of the teaching design of the whole book reading of Hong Lou Meng under the ICAP framework.The teaching design is divided into three sessions in the form of large unit task teaching,and each session is mediated by progressive tasks to guide students to continuously change from passive to active and from active to interactive learning styles,so as to realize the deep learning of reading the whole book Hong Lou Meng.The third part takes the instructors and learners as the research objects,and designs the evaluation and measurement of the whole book reading teaching of Hong Lou Meng under the ICAP framework,aiming to find a feasible path to test the actual teaching results.The fourth part summarizes the principles and implementation strategies of whole-book reading instruction under the ICAP framework,namely the principles of participation orientation,task progression,and writing consolidation,as well as the three implementation strategies of guiding the whole book reading awareness in activity expectation,enhancing the whole book reading ability with participation,and improving the whole book reading aesthetics from interaction and collaboration.The teaching principles and implementation strategies interact with each other while maintaining their independence,contributing to the development of the ICAP framework in the field of education and teaching,and improving the practice of the whole book reading.In the context of the new curriculum and teaching reform,this thesis uses the ICAP framework as a theoretical guidance and the whole book reading teaching of Hong Lou Meng as a practical carrier to conduct an in-depth study of the whole book reading teaching from the perspective of transforming students’ learning styles.It strives to enable students to acquire the progression of learning styles,the construction of reading aesthetic awareness,and the enhancement of complex verbal practice skills through participation,experience and practice.