Rsearch On The Guiding Strategies Of The Reading Teaching Of The Whole Book In The Third Moment Of Primary School

The newst Chinese Curriculum Standards for Compulsory Education for the first time clarifies the objectives,contents and requirements of the whole book reading in the form of specific content description,and puts forward a series of requirements for the teaching of the whole book reading.However,the whole book reading teaching faces a series of problems in the implementation process owing to Immature teaching theory and practice.At present,although there are many researches on the teaching of reading the whole book,there are few research achievements specific to the third learning moment of primary school.In view of this,this paper will take the whole book reading teaching as the research object,and take the third learning moment of primary school as the starting point to try to explore the guiding strategies of the whole book reading teaching in the third learning period of primary school.The whole book reading teaching aims to reverse the traditional Chinese reading teaching trend,which aims to cultivate students’ good reading habits,improve their reading ability and literacy,and cultivate real readers through the whole book with large reading volume,rich content and an overall complete system.The development of cognitive emotion and some reading abilities of students in the third learning moment of primary school provide basic conditions for the whole book reading teaching.At the same time,the reading teaching of the whole book in the third learning moment of primary school is an inevitable requirement to achieve the connection between primary school and middle school,as well as an internal demand to promote the diversified output of reading.It can be seen that it is both feasible and necessary to carry out the whole book reading teaching in the third learning moment of primary school.It is an inevitable requirement to effectively implement and promote the whole book reading teaching in the third learning moment of primary school.In the actual teaching activities,many front-line teachers lack relevant practical experience,fall into the dilemma of not knowing "what to teach" and "how to teach".In order to understand the current situation of the teaching of reading the whole book in the third learning moment of primary school Chinese,and to put forward more targeted guidance and suggestions,this study used the questionnaire survey method,classroom observation methods and interview method to investigate the Chinese teachers in the third learning moment of primary school in N Disteict,Chongqing.According to the survey,the following problems exist in the teaching of reading the whole book in the third learning moment of primary school: the teaching content is detailed and the students’ reading comprehension is simple;the teaching methods are similar,and students lack interest in reading the whole book;there is no system for teaching guidance,and the reading goal is vague;the teaching evaluation is too single,and the reading output mode is boring,etc.After analyzing the survey results,I found that the main reasons for the poor implementation of the whole book reading teaching in the third learning moment of primary school are as follows: The ability of teachers to integrate the whole book reading teaching content is relatively weak;teachers stick to traditional reading teaching and neglect students’ learning situation;teachers lack the guidance of the professional theory of the whole book reading teaching;teachers tend to neglect to promote the teaching of whole book reading through multiple evaluations.Based on the problems found in the survey,combined with relevant theories,this study followed the general steps of the whole book reading teaching,and tried to put forward the guiding strategies of the whole book reading teaching in the third learning moment of primary school: Build reading ecology and improve professional quality-become a reader;draw up a reading plan and stimulate reading expectation-start self reading;effective supervision and maintenance with the help of task driving-read through the book;keeping up with reading topics and deepening reading experience-exploring the mysteries of "studying";Promote the integration of reading and writing,enrich practical activities-build an "output" platform.