Problems And Countermeasures Faced By The Whole Book Reading Teaching Of Primary School Chinese Under The New Curriculum Standar

The new language curriculum standards for compulsory education were promulgated and implemented in April 2022,and the Whole Book Reading,as an important element of the language curriculum,has been brought to an unprecedented level in compulsory education.The Whole Book Reading Teaching to primary school students can enhance their reading skills and promote the development of higher-order thinking,thus nurturing their core literacy.However,in the actual primary school language teaching of the Whole Book Reading Teaching effect is not optimistic,there are many problems.Therefore,it is of practical significance to identify the problems in the Whole Book Reading Teachingg and to propose reasonable countermeasures for the Whole Book Reading Teaching in primary school languages.This study uses documentary research to sort out the requirements of the Whole Book Reading in different periods of modern times.In addition,all language teachers and some students of each section of primary school X in Chongqing were used as respondents to explore the current situation of whole book reading among teachers and students in four aspects: teaching attitudes,teaching contents,teaching strategies and teaching evaluation of whole book reading through the questionnaire and interview survey methods.Research has shown that there are problems with teaching whole book reading as follows: Firstly,teachers should deepen their understanding of the Whole Book Reading,strengthen their guidance to students on how to learn the Whole Book Reading,and improve the implementation of the Whole Book Reading as well as optimise the the Whole Book Reading Teaching and evaluation system.Secondly,on the part of students,it is important for students to develop a correct concept of the Whole Book Reading,for teachers and parents to ensure that students have sufficient time for the Whole Book Reading,for teachers to reinforce the teaching of the Whole Book Readings strategies and to stimulate students’ internal drive to the Whole Book Reading from multiple perspectives.