| With the deepening of the new curriculum standards on the whole book reading requirements,the whole book reading has gradually become an important content of primary and secondary school education in recent years.Reading the whole book is conducive to the improvement of students’ creative thinking and logical thinking ability,as well as the development of appreciation ability,can stimulate students’ problem awareness,so as to improve the quality of students’ Chinese thinking.However,the current teaching of the whole book is faced with such problems as lack of class hours,no systematic curriculum system and students’ shallow reading.In order to solve these problems,researchers try to apply hybrid teaching to the teaching of the whole book reading.By using its advantages of online retrieval,combination of online and offline teaching and asynchronous communication,they provide new teaching ideas for the whole book reading in junior middle school.However,with the continuous advancement of teaching,the blended teaching of whole book reading is also faced with teachers’ insufficient ability to design and implement blended teaching,and often lack of clear teaching objectives,strategies and evaluation methods,leading to the reality dilemma that junior middle school students’ reading ability of the whole book is generally low.In the process of blended teaching design,teachers need to attach importance to the guidance of students’ thinking ability,and thinking tools can make students’ recessive reading thinking explicit,structure the reading content,and visualize the reading results,so as to provide new ideas and strategies for the blended teaching of the whole book reading.Therefore,on the basis of relevant theoretical research and current situation investigation,this study constructs a mixed teaching model of whole book reading in junior middle school based on thinking tools,aiming to improve the whole book reading ability of junior middle school students by combining the advantages of thinking tools and mixed teaching.Based on the realistic dilemma of the integrated teaching of whole book reading and the advantages of thinking tools,this study,based on the current research on the integrated teaching of whole book reading,combined with the current situation of the integrated teaching of whole book reading in junior middle school,under the guidance of deep learning theory,knowledge visualization theory,three-stage theory of thinking training and constructivism learning theory,combined with the corresponding principles,The mixed teaching mode of whole book reading in junior middle school is constructed based on thinking tools.The model is designed to train students’ reading thinking in three stages,including setting up thinking frame,activating divergent thinking and encouraging creative thinking.These three stages progress successively from low order thinking to high order thinking.At the same time,it has designed three links: pre-class online guidance,mixed topic study in class,and online communication and interaction after class.The teaching program clearly presents three stages of thinking training and three teaching links,which are interlinked and progressive,so as to realize the ability cultivation while carrying out thinking training.In order to test the effectiveness of this model,this study applies the hybrid teaching model of whole book reading in junior middle school based on thinking tools into practice.Two classes of Grade 7 in P Middle School in Guangzhou are selected to carry out a quasi-experimental study.By applying the constructed teaching model into practice teaching,the changes in the whole book reading ability of students in the experimental class before and after the application of this teaching model are compared.To judge whether the mixed teaching mode of whole book reading in junior middle school based on thinking tools can effectively improve students’ ability of whole book reading.The results show that this model can improve the whole book reading ability of junior middle school students in all dimensions,indicating that the teaching model constructed in this study is effective and feasible to cultivate the whole book reading ability of junior middle school students.Due to the limited time of the practical research,there is not enough time to further track the students.In the follow-up research,we will continue to improve the blended teaching of the whole book reading based on thinking tools. |
