A Study On Teaching Whole Book Reading In High School Based On Project-Based Learning

Whole book reading teaching is the highlight of the new round of language curriculum reform and plays an active role in cultivating core language literacy among high school students.The aim of this paper is to explore the practical path to enhance the effectiveness of whole book reading teaching in senior secondary schools,led by Project-based Learning and taking China in the Countryside as a concrete support.Project-based Learning is a product of the integration and optimisation of various teaching and learning approaches,and has been proven to be effective in a wide range of teaching and learning contexts.The application of Project-based Learning to the teaching of whole books in high school has important implications and values,which can be summarised as follows: it can put into practice the cultivation of core language literacy among high school students;it can effectively promote the professional growth of teachers and enhance their teaching abilities and standards;and it can overcome the limitations of the current teaching of whole books in high school and provide useful experiences for relevant teaching practices.Project-based Learning is not only highly consistent with the teaching philosophy and teaching process of whole book reading in high school,but also has an inherent fit with the value pursuit of the new curriculum.The application of Project-based Learning to the teaching of whole book reading in high school is in fact feasible.This paper takes the high school language whole book reading teaching chapter China in the Countryside as an example,and integrates literature research method,case study method and action research method in an effort to explore the basic principles,practice process and teaching strategies of project-based learning in high school whole book reading teaching,and finally use them in real teaching practice.In this paper,the three basic principles that teachers should follow when using project-based learning to teach whole book reading in high school are holistic,authentic and practical;and when organising the implementation,the implementation process can be divided into five major parts: "developing project objectives,determining project themes,creating problem situations,planning the project process,building learning scaffolds,clarifying cognitive strategies,teamwork and exploration,disclosing project results,evaluating the whole process".The process of implementation can be divided into five major parts,such as "developing project objectives,determining project themes,creating problem situations,planning the project process,building learning scaffolds and defining cognitive strategies,collaborative teamwork and exploration,generating project work,and disclosing project results and evaluating the whole process".On this basis,this paper summarizes the basic strategies of project-based learning for whole-book reading teaching in high school based on different teaching stages,which include: setting up situations and providing flexible methodological guidance in the introduction;regulating and controlling at the right time to answer students’ questions and solve their problems in the study;and insisting on the diversity of evaluation subjects,the whole process of evaluation content and the timeliness of evaluation feedback in the evaluation.Finally,based on the teaching principles,implementation process and teaching strategies described in the previous paper.Finally,the teaching principles,implementation process and teaching strategies discussed in the previous paper are applied to the teaching case design and practice of whole-book project-based learning of China in the Countryside to visually demonstrate the application of project-based learning in teaching whole-book reading in high school and objectively examine its practical value and shortcomings.