Research On Whole Book Reading In Middle School Languages

The rapid rise of new media and the immediacy and convenience of information dissemination has changed the way people read and think.There are more ways for young people to receive culture,but the content and forms they receive are mixed.In addition,language teaching has been disturbed by examination-based education for many years,with students’ reading time limited and their reading mentality tending to be utilitarian,and the actual teaching of reading masterpieces has become a recitation of knowledge points.The above phenomena are all important warnings for language teaching,and the practice and promotion of whole-book reading in language teaching is imperative.In recent years,with the promotion of reading for all and the reform of education policy,there has been a consensus on the significance and importance of reading in primary and secondary schools,whether in terms of public awareness,scholarly research or national policy formulation.Since the GCSE Language Curriculum Standards(2017 Edition)placed ’whole book reading’ at the top of the learning task group,’whole book reading’ has received renewed attention from academics and has become a hot topic in recent years.These studies cover various aspects such as the origin of the idea,development history,positive meaning,teaching dilemmas,curriculum construction and teaching strategies,and have achieved certain theoretical results.However,due to the different processes of curriculum reform in different regions and the gap between theory and practice,the development of whole-book reading teaching still faces many difficulties.This study analyses the necessity of reading for secondary school students from the perspective of the national reading policy and system;analyses the guidelines for whole book reading for secondary school students from the perspective of the reform of the current curriculum standards;and summarises the current research status of whole book reading teaching for secondary school students from the research results of previous scholars.Based on the above theoretical foundation,the second secondary school affiliated to Qinghai Normal University was used as the research object,with 360 students and 20 front-line language teachers.Through questionnaire survey,interview dialogue,behavioural observation and other research methods combined with the author’s own frontline teaching experience,the current situation and problems of whole book reading teaching in our school were explored: on the part of teachers,there are unclear teaching objectives,irregular teaching methods and their own reading situation is not optimistic.In the school,there is a lack of infrastructure,incomplete teaching plans and no perfect reading evaluation system.For students,there is a lack of interest in reading,a lack of proper reading strategies and a lack of a good reading environment within the family.In response to the problems identified,this paper explores the practice of whole-book reading teaching in the Second Affiliated School of Teachers’ University on the basis of the theoretical foundation of the curriculum and teaching materials,pedagogy and psychology.Starting from several aspects of reading quantity,reading content,reading planning,lesson design and evaluation design,and combining with the teaching reality of the Second Experimental Middle School affiliated to Qinghai Normal University Services,the intention is to find strategies to smoothly promote whole book reading teaching,improve the current situation of whole book reading for students and perfect the whole book reading teaching system.Based on the above investigation and practice,the author believes that under the background of the new curriculum reform,the whole book reading teaching in junior high school language sets a reasonable amount of reading according to the students’ situation;develops appropriate reading contents according to the students’ interests;studies school-based lesson types and teaching methods;explores scientific and reasonable assessment measures;enables students to increase their interest in independent reading;develops reading horizons;learns to use reading strategies rationally;and establishes a reading community is This is an effective way to improve students’ core language literacy,effectively implement whole book reading teaching and promote the development of language curriculum reform.