| Since 2017,with the whole book reading being included in the high school Chinese curriculum standards,"Dream of Red Mansions" has been compiled into the unit of "whole book reading and discussion",language education practitioners have begun to implement the whole book reading of long novels as a teaching task,and pay great attention to the reading of whole books of high school long novels.For high school students,reading the whole book of long novels is not only an effective measure to improve reading ability,but also an effective way to cultivate language literacy.However,in reality,the whole book of long novels is large,the plot is complex,there are many characters,and the structure is magnificent,which requires strong reading ability,but students’ reading ability is uneven,so that the whole book reading of long novels presents different level characteristics,so effective reading of long novels should be a hierarchical progressive process,and students need to gradually improve their reading ability and language literacy under the guidance of progressive reading strategies.Based on the theory of "reading levels",which divides reading into four levels,this paper studies the whole book reading process of high school novels,which has positive significance for promoting the implementation of progressive whole book reading in high school.This paper selects the literature analysis method,statistical analysis method and experience summary method to study the progressive reading of the whole book of high school Chinese novels based on the theory of "reading level",and the main research contents are as follows:The first is to define the relevant concepts of whole book reading,and explore the difference between reading the whole book of long novels and the whole book reading of short stories,analyze the novels involved in the unified edition textbook and the principles of determination,discuss the value and requirements of reading the whole book of high school Chinese novels and the shortcomings of excerpt reading of long novels from the perspective of the unified edition,and expound the theory of "reading level" to explore the "reading level" Under the guidance of theory,the whole book tends to be deep,the whole book is read progressively and the breadth of the long novel tends to be read gradually.The second is to investigate and analyze the current situation of reading the whole book of high school novels,and find that high school students have a high interest in reading the whole book of long novels,and can complete about 1-2books per semester;The school still lacks in the organization of reading activities,and parents and society are mostly supportive of high school students’ reading of novels and entire books;High school students generally lack reading planning before reading the whole book,and the proportion of simple flipping and browsing is the highest among reading habits;At the reading level,the proportion of students at the analytical reading level was the highest,followed by the review reading level.The survey results provide a realistic basis for the progressive reading strategy of the whole book of long novels.The third is to analyze the problems existing in the progressive reading process of the whole book of high school novels,and according to the survey analysis,it is found that students cannot complete the basic reading tasks,cannot complete the review reading on time and efficiently,analyze the value understanding and evaluation of the book in the reading is not comprehensive and objective enough,and the reading content in the theme reading is too one-sided and narrow.Fourth,based on problem analysis,the progressive reading improvement strategy of the whole book of high school novels is proposed: the implementation strategy of the basic reading level is mainly to strengthen reading training,improve reading ability,and increase the supervision of the whole book reading process;The review of the implementation strategy of reading level mainly focuses on strengthening the formulation and implementation of reading plans,focusing on the learning and application of reading skills.The implementation strategy of analyzing the reading level is mainly based on grasping the author’s information and writing background before reading,and focusing on objective and comprehensive evaluation from the perspective of the whole book.The implementation strategy of thematic reading level is mainly based on expanding thematic reading related works and layered reading around themes.This study is conducive to the implementation of whole book reading of high school novels,and provides practical solutions for the implementation of whole book reading by proposing reading strategies applicable to different reading levels,so as to promote students to develop good lifelong reading and learning habits. |
