Research On Teaching Strategies Of Whole Book Reading In Middle School Based On "Let Learning Lead To Thinking"

The language discipline is the foundation of the students to learn discipline,Chinese reading is one of the most basic learning abilities that students should learn.In the general Chinese reading teaching,cramming teaching will produce some obstacles to the cultivation of students’ reading ability.This traditional Chinese reading teaching means can not only give full play to students’ subjective role,but also reduce students’ interest and enthusiasm in learning.In the modern society with the continuous promotion of quality-oriented education,this traditional teaching means and methods have obviously been unable to meet the needs of education development,unable to meet the needs of students’ physical and mental development.Therefore,on this basis,the concept of "let learning lead to thinking" put forward by Yancheng Education Bureau has been concerned and valued.At the same time,the 2022 edition of the new Chinese curriculum standard for compulsory education considers the teaching of reading the whole book as an important content of Chinese teaching.However,few scholars pay attention to and investigate the use of the concept of "let learning lead thinking" in the whole book reading teaching of Chinese in junior middle school.Based on theoretical research and practical needs,this paper investigates the Chinese teachers and students of junior middle schools in G City.Therefore,this paper attempts to investigate and analyze the situation of "letting learning lead thinking" in junior middle school Chinese reading teaching in G city.First of all,this paper summarizes the concept of "let learning lead thinking" and the basic content of the whole book reading teaching in junior middle school,and briefly expounds the relationship between them,which is an important foundation of this paper.Only when we clearly understand the relationship between "let learning lead thinking" and the whole book reading teaching can we lay the foundation and reference for the following research.Subsequently,this paper conducted a questionnaire survey on teachers and students,and analyzed the whole book reading teaching in junior high school.The research holds that there are the following problems in the whole book reading teaching in junior high school: the lack of consciousness and cognition of "taking students as the main body";The whole book reading teaching has a single organizational form;Students have not formed deep thinking after reading the whole book;The whole book reading teaching lacks scientific evaluation.Based on this,the author puts forward the following teaching strategies for Chinese whole book reading:First,establish a student-oriented consciousness and clarify the teaching objectives.First of all,it is necessary to update the teaching concept and enhance the cognition of the whole book reading teaching.Secondly,we should strengthen self-study and enhance self-cognition;Secondly,develop comprehensive teaching resources,improve teaching methods,improve the link between old and new knowledge by designing tutorial plans,realize situational erection in combination with students’ actual life,realize efficient learning by group cooperation,and make reading plans with tools;Thirdly,strengthen the concept of "let learning lead thinking",strengthen teaching design,reasonably cut down the teaching content and build a whole book reading community;Fourthly,to build a scientific evaluation system and ensure the effectiveness of teaching,we should build a multi-subject teaching evaluation and explore diversified evaluation methods.At the same time,taking "Camel Xiangzi" as an example,part of the reading teaching of the whole book is demonstrated,highlighting the teaching design with students as the main body.This provides some references and suggestions for the whole book reading teaching of junior Chinese.