The Research On The Reading Teaching Of Whole Chinese Book In Rural Senior High School From The Perspective Of Learning Situation

The "whole book reading" is presented as an independent unit in the senior high school Chinese textbooks compiled by the Ministry,which reflects the further deepening and attention to reading teaching.However,the current situation of relevant teaching is not optimistic,especially in rural high schools,the whole book reading classroom teaching is very inefficient,which is closely related to teachers’ neglect of learning.The whole book reading teaching is based on the analysis of learning situation.Therefore,teachers should first pay attention to students and understand their learning situation,and teach students according to their aptitude,so as to improve the quality of whole book reading teaching in rural senior high schools.In the process of practical teaching,teachers should start from the learning situation of the whole book reading of rural high school students,deeply study and solve the difficulties faced by teaching,improve the current situation of low efficiency and slow effectiveness of reading teaching,better explore the effective teaching path according to local conditions,construct the classroom teaching mode with local characteristics with creative spirit,and enrich the practical connotation of the whole book reading teaching.By combing a large number of documents,this paper defines the relevant concepts such as "learning situation perspective",summarizes the research status of the whole book reading teaching,makes a detailed teaching investigation based on the unique practice brought by the learning situation perspective,analyzes the whole process of the whole book reading teaching,and comprehensively understands the actual situation of students and teachers in the links of teaching starting point,teaching state and teaching results.On the basis of empirical discussion,this paper sorts out the ideas of whole book reading teaching in rural senior high schools from the perspective of learning situation,and puts forward the corresponding teaching strategies.It mainly includes: setting the teaching starting point based on the learning starting point of students,guiding layered tasks according to the learning situation,and developing personalized courses based on the characteristics of students;Adjust learning activities based on learning status,create cooperative learning groups,display phased learning achievements and optimize learning status;Based on a variety of teaching evaluation methods,we can build and expand a variety of teaching evaluation results.The last chapter focuses on the teaching strategies,summarizes the teaching experience,makes a targeted teaching design for the whole book reading in rural high schools,and tries to help the front-line rural high school teachers broaden the research perspective of the whole book reading teaching and explore more effective teaching methods.