A Study Of Whole-Book Reading Instruction In The Middle Elementary School

In recent years,whole-book reading has received widespread attention and application in the language education field,and the Language Curriculum Standards for Compulsory Education(2022 Edition)formally incorporates whole-book reading into elementary school language classroom teaching,so "whole-book reading" is becoming an increasingly important part of language education.This study attempts to summarize the whole-book reading teaching experiences that can be adopted by front-line teachers in the middle section of elementary school,based on the existing whole-book reading research results and the whole-book reading teaching practices of two special teachers who teach middle section in elementary school B.The study also proposes corresponding countermeasures to the problems in their teaching.This thesis consists of five parts.The introductory section outlines the origin of this study,the significance of the study,the current status of the study and the research ideas,and describes the core concepts.This part mainly focuses on understanding the whole book reading and the current situation of whole book reading research at the elementary school level in the light of related literature at home and abroad,and identifies the main problem of this study as "how to teach whole book reading to language teachers in the middle elementary school".In this study,two special teachers in elementary school B in province H who had done the provincial project of "whole book reading" were used as research subjects,and the interview method and lesson analysis method were used to collect and analyze the data.The first chapter summarizes the requirements for teaching whole-book reading from the Compulsory Education Language Curriculum Standards(2022 edition)and the Ministry of Primary Education textbooks in the middle section,and uses them as a basis for analyzing the current state of teaching at a later stage.In the second chapter,through semi-structured interviews with two special teachers,we collected nine teaching examples and instructional designs from them,from which we summarized the lessons that can be learned and pointed out the problems that exist.The main lessons that can be learned are:(1)In the formulation of teaching objectives,teachers should start from core literacy and reading interests at the macro level to specific lesson types and specific books at the micro level.(2)In the selection of the content of whole book reading teaching,teachers should consider the type of books as a whole,and then consider the specific content from the perspective of teaching objectives and so on.(3)In the process of teaching implementation,teachers should mainly consider lesson time allocation and activity design.Activities are the top priority and should be centered on learning tasks,characterized by the essence of the learning context,and supported by learning scaffolds.(4)The elementary school had a concept of "process and outcome" in the assessment of student achievement,but it was not implemented,so there were major problems in this area.In the process,the following problems were identified:(1)the tendency of the teaching process to be utilitarian;(2)the lack of a holistic approach to whole-book appreciation by teachers;(3)insufficient time for wholebook teaching;and(4)the arbitrariness of student reading achievement assessment.Chapter 3 proposes countermeasures for the problems combined with existing research results,mainly from four aspects: teachers should precisely grasp the scale of teaching utilitarianism,explore the literary value of the whole book as a whole,reasonably use teaching time,and scientifically design the assessment scheme for students’ reading achievement.Chapter 4 presents an instructional design on the experiences summarized in the previous chapter and the countermeasures proposed in this chapter using "Ancient Chinese Fables" as an example,and carries out a teaching practice and concludes with a reflection on the teaching.This study is based on the teaching practices of the first-line teachers in the middle elementary school,and combines the requirements for whole book reading in the 22 nd edition of the Language Curriculum and the Ministry of Education’s textbook.