Research On The Teaching Strategies Of The Whole Book Reading Of Local China

"Chinese Curriculum Standard for Ordinary Senior High Schools"(revised in2020 in 2017 edition)has added a new learning method-learning task group,and is committed to breaking the limitations of traditional Chinese teaching in senior high schools and expanding Chinese horizons through new forms such as group reading and thematic teaching.Among them,the learning task group of "whole book reading and discussion" ranks first,and the whole book reading teaching of academic books represented by "Native China" enters the Chinese classroom in senior high schools,which is the requirement of the innovation and development of Chinese teaching and the requirement of improving students’ Chinese core literacy.This paper is based on this research background.However,according to the actual survey data,in the whole book reading teaching of Native China,there are some disadvantages at the student level,such as short reading time,unscientific reading methods and habits,teachers’ lack of understanding of the whole book reading discussion of Native China,outdated classroom structure and single method in reading teaching,and neglect of the whole book reading and the cultivation of logical thinking.Through the investigation and analysis of the questionnaire and the implementation of specific teaching practice,it can be analyzed that this is due to students’ fragmentation,entertainment and utilitarian reading;Teachers are inexperienced and lack of research;It is caused by the imperfect teaching method system and evaluation system of academic monograph books reading.Based on this situation,this paper attempts to combine the whole book reading teaching with the Chinese learning task group in senior high school,create ideas for teachers to establish the whole book reading research consciousness,systematize the whole book reading teaching of Native China,enhance students’ interest in reading and learning,and improve the reading teaching process of academic monographs represented by Native China.This paper specifically analyzes the characteristics of the teaching mode of high school Chinese learning task group,the characteristics of the learning task group of "reading and discussing the whole book" and the characteristics of the learning task group of "discussing academic works".It is found that the teaching mode of learning task group has four characteristics: the autonomy and drive of the object,the accuracy and universality of the content,the relevance and hierarchy of the design,and the practicality and situational implementation of the task.The learning task group of "whole book reading and discussion" has four characteristics: the integrity and refinement of reading methods,the high-order and quality of reading content,the progressive and sequential reading activities,and the relevance and multi-point reading evaluation.The learning task group of "Symposium on Academic Works" should pay attention to two aspects: improving the teaching goal of rational thinking and clarifying the teaching requirements of academic value.Based on the analysis of survey data and characteristics,this paper puts forward the teaching strategies for reading the whole book of Native China from four aspects.In the teaching of "Local China" learning task group,it is necessary to guide students to establish holistic thinking,strengthen the sense of "whole book" task,ask teachers to discuss before teaching,realize task-driven reading,pay attention to practical problems when reading academic works,create situational tasks,and conduct group reading based on learning task group to find various group relationships.This paper focuses on the use of group reading to interpret the integration of group reading resources related to Local China.The group reading teaching of Local China can be carried out through five aspects: intra-topic integration,inter-topic integration,in-class integration,inter-disciplinary integration and integration of reading and expression communication.Finally,a detailed teaching implementation plan is made for the proposed strategy,and the problems in the implementation process are reflected from multiple angles.Through the research of this paper,the whole reading teaching direction of Native China is further clarified,which can provide useful reference for front-line teaching.