Study On The Whole Book Reading Teaching Chinese In Primary School

Since the release of the Language Curriculum Standards for Compulsory Education(2022 Edition)(hereinafter referred to as the 2022 standards),whole book reading has been formally incorporated into the elementary school language curriculum as an extended learning task group,and whole book reading teaching plays an important role in cultivating students’ core language literacy and must be given high priority.Therefore,this study uses literature research method,questionnaire survey method,and interview method to explore the current situation of whole-book reading teaching implementation in elementary school language,and proposes optimization strategies combined with theories,in order to provide effective teaching ideas,methods,approaches and measures for front-line teachers.This study consists of six main parts:The first part mainly introduces the background of the study,the current situation of the study,the significance of the study,and the research methods used.With the promulgation of the 2022 curriculum,whole-book reading teaching has gradually been paid more attention.In order to understand the current research status,we mainly sort out the relevant research from three aspects: whole book reading,whole book reading teaching and whole book reading teaching in elementary school language,so as to point out the direction for the exploration of strategies for whole book reading teaching in elementary school language.The second part defines the main concepts and elaborates specific theoretical bases,starting from the meaning of whole-book reading teaching in elementary school,defining the concepts of whole-book reading in elementary school,and using Ye Shengtao’s idea of "reading whole books" and Gestalt psychology theory as the theoretical bases of whole-book reading teaching in elementary school,so as to provide support for the subsequent research.The third part is about the whole book reading in primary school.The third part is a comparative analysis of whole book reading and other types of reading in elementary school,which mainly compares single reading,group reading and whole book reading.Students’ aesthetic ability and logical thinking can be improved.The fourth part is a survey and analysis of the current situation of whole book reading teaching in elementary school.The teachers and students of elementary school T in N city were used as the subjects of the study,and the current situation of whole book reading teaching in elementary school was investigated through student questionnaires and teacher interviews.The student questionnaire was prepared in four dimensions: basic situation,reading interest,reading method,and learning situation,and the teacher interview outline was prepared in three dimensions: cognitive situation,implementation situation,and teaching reflection,which provided a realistic basis for the subsequent study.The fifth part analyzes the problems of whole book reading teaching in elementary school language and the reasons for the problems.Based on the survey,the main problems are: teachers’ low frequency of teaching activities;teachers’ unreasonable arrangement of teaching contents;entertainment and single medium of book selection;students’ certain reading obstacles;and insufficient promotion of whole book reading in schools.The main reasons for the problems are: teachers’ lack of scientific planning of whole book reading teaching;teachers’ lack of clear understanding of whole book reading teaching;teachers’ lack of interdisciplinary awareness of whole book reading teaching;students’ lack of practical experience in whole book reading activities;schools’ teaching concepts are influenced by traditional exam-oriented education.The sixth part is the optimization strategies of whole book reading in elementary school,based on the main problems found in the survey to propose optimization strategies for whole book reading teaching in elementary school.Firstly,teachers should strengthen their understanding of whole-book reading teaching and scientifically plan whole-book reading teaching activities;secondly,teachers should reasonably select excellent books and recommend reference books to assist reading;then,both skimming and intensive reading guidance should be provided to cultivate students’ comprehensive application ability;once again,teachers’ interdisciplinary awareness should be improved and information-based reading media should be increased;finally,a whole-book reading school-based curriculum should be constructed to create a book campus.