Research Onthe Teaching Strategy Of Reading The Whole Book In Primary School Based On Qian Menglong’s Chinese Guide Reading Method

The "Whole Book Reading" has been listed as an "Expanding Learning Task Group" in the "2022 National Curriculum Standards for Chinese Language Education",indicating that promoting students’ "Whole Book Reading" has become a national curriculum objective."Whole Book Reading" is a necessary supplement and enhancement to the single article reading and group article reading in Chinese language courses,and it is the only way to cultivate students’ lifelong reading ability.Whether from the perspective of the actual value of whole book reading or the national curriculum reform,promoting whole book reading is an essential component of cultivating students’ core competencies.Compared to reading single texts,reading a whole book broadens cultural horizons,provides richer reading materials,and reflects social life more comprehensively and deeply,thereby requiring higher knowledge levels,thinking methods,and reading strategies from students.To improve the effectiveness of whole book reading teaching,it is necessary to draw on mature foreign experiences and explore successful attempts in the history of Chinese language education.Mr.Qian Menglong,a special-grade Chinese language teacher,proposed the "Three Principles and Four Styles" Chinese language guiding reading method,advocating "student-centeredness and teacher-ledness." This idea became the forerunner of the new curriculum standard concept and can provide important reference for whole book reading teaching.This paper is based on the Qian Menglong Chinese language guiding reading method,studying the strategies of whole book reading teaching for upper primary school students and providing reference for frontline teachers to cultivate whole book reading abilities for upper primary school students.This paper conducts research on the "Qian Menglong’s Chinese Reading Guidance Method" through literature review and case study.The study found that the Qian Menglong’s Chinese Reading Guidance Method elaborated on the teacher-student classroom relationship,and the art of questioning in the guidance method plays an important role in improving students’ reading level.It can inspire students to think while reading and use monitoring strategies to improve their reading methods.However,there is relatively little research on the use of the Qian Menglong’s Chinese Reading Guidance Method in teaching the whole book.Innovatively applying the method of teaching single article reading to the teaching of whole book reading can play an important role in improving the teaching of whole book reading.The study found that by using a questionnaire survey method to investigate the whole book reading situation of upper primary school students in urban,suburban,and rural areas with different development levels,the main problems that students face are significant regional differences,a focus on careful reading but neglect of skimming,and an emphasis on reading comprehension but neglect of reading monitoring.By using interview methods to investigate teachers,the main problems that exist in teaching are arbitrary course objectives,inadequate understanding of the new curriculum standard and students’ learning situation,unscientific course content design,inadequate implementation effect,insufficient student subjectivity,and a single subject and method of course evaluation.This paper proposes improvement strategies based on these findings.Based on the research results and analysis,and drawing on relevant experiences from the Qian Menglong Chinese language guiding reading method,this study proposes improvement strategies for whole book reading teaching in primary schools.In terms of the "Whole Book Reading" learning task group,the strategies include: 1)focusing on implementing Chinese language core competencies as course objectives;2)presenting the course content in stages and with continuity;3)adhering to the student-centered approach,strengthening self-monitoring during reading,and using questioning techniques under the guidance of the teacher;and 4)emphasizing multi-subject and multi-dimensional evaluation methods for course evaluation.