Research On The Teaching Design Of The Whole Book Reading In Senior High School Based On Project-based Learning

To solve the problems of insufficient reading and fragmented reading for students,the General High School Language Curriculum Standards(2017 edition)has proposed the learning task group of "Whole Book Reading and Seminar" to help students master reading methods and construct reading experiences by reading whole books.As the new curriculum reform continues to advance,whole book reading has become an important tool for implementing students’ core language literacy and has injected new vitality into Chinese education reform in the new era.Chinese teachers have been actively exploring "whole-book reading",but the realistic teaching effect is not ideal,and it is urgent to seek a path to break through the design and implementation of whole-book reading teaching in high school.The project-based learning approach has been widely used in foreign countries and has gradually received attention in China in recent years.Through the analysis of project-based learning theory,this study finds that it has certain applicability to high school whole-book reading teaching and can provide a new direction for the design and implementation of whole-book reading teaching in high school.Therefore,this study attempts to introduce the concept of project-based learning into the design of whole book reading teaching in high school,and proposes the design strategy of whole book reading teaching in high school based on project-based learning,taking whole book reading teaching design as an entry point in order to improve the current situation of whole book reading teaching in high school.In addition to the introduction and conclusion,this study consists of four parts,which focus on three research questions: "What is the current situation of whole book reading instructional design and implementation in high school","Why should project-based learning theory be introduced into whole book reading instructional design in high school",and "How to design whole book reading instruction in high school based on project-based learning theory".The research questions are "How to design whole book reading instruction in high school based on project-based learning theory".The first part uses questionnaires and interviews with teachers and students in Nanchong D Middle School in Sichuan Province and Chongqing J Middle School to understand the current situation of whole book reading teaching design and implementation in high school,supplemented by case study method to analyze the problems of whole book reading teaching design in high school in depth.The problem is mainly manifested as: teaching objectives are low order and ignore higher order thinking skills;the content of teaching is random and lacks overall care of content;the imbalance of teaching tasks makes it difficult to achieve deep inquiry;the teaching evaluation is formal and the incentive feedback is not strong.This part clarifies the real-world need for project-based learning applied to the design of whole book reading instruction in high school.The second section analyzes the core elements of project-based learning and finds that it is feasible and necessary to introduce project-based learning into the teaching design of whole book reading in high school.From the viewpoint of necessity,project-based learning can guide the teaching design of whole book reading in high school based on the whole;promote students’ holistic and deep reading;cultivate students’ core language literacy.From the perspective of feasibility,both of them share the same connotation and point to meaningful learning;the teaching process is similar and the stages correspond to each other;and they are adapted to the needs of the subject and meet the characteristics of high school students.The third part is the core content of this study,which mainly answers the question of "how to design high school whole book reading teaching based on project-based learning".The specific strategies include: developing higher-order thinking skills by integrating core knowledge with teaching objectives;integrating the content with project themes to meet the overall reading experience;integrating the process with project-driven questions to achieve deep reading of the whole book;and taking the whole assessment as a whole to promote students’ reflection.At the same time,this section explains the strategy in the context of "Form the Soil",in order to make the strategy feasible and operational.In the fourth part,after clarifying the teaching design strategies of whole book reading in high school based on project-based learning,specific teaching cases are developed,presenting specific cases of whole book reading project-based learning design for "Form the Soil",and commenting on the teaching designs to examine their values and shortcomings,with a view to providing specific teaching guidance for front-line high school Chinese teachers.