Research On Whole Book Reading Teaching In Junior High School Based On Project-based Learning

The Chinese Curriculum Standard for Compulsory Education(2022 Edition)presents the curriculum content in learning task groups,which are divided into three types: basic,developmental and expansive.Reading the whole book belongs to the advanced extended learning task group.The whole book reading focuses on allowing students to return to the home field of reading,so that reading can happen truly and effectively.Reasonable implementation of the whole book reading teaching in junior high school is conducive to the real improvement of students’ reading ability.But in fact,although teachers generally understand and accept the relevant requirements in the curriculum standards,they still face many difficulties in implementing the whole book reading teaching.It is urgent to explore a solution to improve the whole book reading teaching dilemma.Project-based learning,as an inquisitive teaching mode,has a high degree of compatibility with the target orientation of the whole book reading.It is reasonable and of certain practical significance to apply project learning to the whole book reading teaching in junior middle school.In this paper,the whole book reading teaching based on project-based learning in junior middle school is taken as the research object,and the main content of the research is divided into five parts.The first part of the study is to explain the reasons for this study from three aspects: the requirements of the standard,the dilemma of whole book reading teaching and the advantages of project learning,summarize the current situation of the study by reviewing relevant literature,clarify the purpose and significance of the study,sort out the research ideas and clarify the research methods.The second part is the theoretical study section.The article firstly explains the connotation of project learning and whole book reading.Secondly,it elaborates the fit between project learning and whole book reading teaching from five aspects: focus on design and planning,focus on practical activities,focus on public results,focus on whole process evaluation,and focus on students’ initiative and inquiry,and demonstrates the feasibility of whole book reading teaching in junior high school based on project learning.Finally,the theoretical basis of project-based middle school whole book reading teaching is explained,including constructivist learning theory,discovery learning theory and multiple intelligence theory.The third part mainly uses the questionnaire survey and interview method to investigate the students and teachers in Nanning A Middle School and Weifang B Middle School,and finds that there are still some problems in the reading teaching of the whole book,such as the deviation of target orientation,the lack of initiative in learning,the lack of overall planning in reading,the low level of learning process,and the imperfect evaluation system.The fourth part is based on the theoretical foundation and practical needs,and discusses the teaching strategies of whole book reading in junior high school based on project learning from three aspects: pre-reading preparation,in-reading promotion and post-reading sharing.In the pre-reading preparation stage,the teaching strategies proposed in the article are firstly,to refine the core knowledge and clarify the project objectives;secondly,to create real situations and ask driving questions;thirdly,to plan the project process and monitor the project throughout.In the reading advancement stage,the article proposes teaching strategies to clarify higher-order cognition and design learning activities,and to collaborate and explore in teams to complete the project activities.In the post-reading sharing stage,the article proposes teaching strategies to publicly present the results in various ways,and to conduct a summative evaluation to review and reflect on the project.In the fifth part,according to the teaching strategy,taking the reading book Red Star Over China,which is required in the first volume of the eighth grade edition,as an example,the study case of the whole book reading project is designed and implemented.Finally,the teaching practice is reflected and summarized.Through the teaching practice of the whole book reading in junior high school based on project-based learning with the Red Star over China as an example,this study concluded that:Project-based learning can be applied to the teaching practice of whole book reading in junior middle school,provide new ideas for the current practice of whole book reading in junior middle school,help Chinese teachers to solve the confusion of what and how to teach the whole book reading to a certain extent,and help Chinese teachers to implement the requirements of the new curriculum standards and guide students to learn knowledge in real situations.Improve students’ ability to communicate,exchange and collaborate.