Study On The Teaching Strategy Of Sharing Reading In Native China

As one of the required reading books of the whole book in high school,Rural China has attracted scholars’ great research interest.However,there are relatively few studies on the teaching strategies of reading in the whole book of Rural China.As the first whole book in the unified version of Chinese textbook at senior high school,Rural China is bound to have its value as a model and leader in the sense of reading teaching.In order to play such a role,teachers must adopt effective teaching strategies.In addition to the introduction and conclusion,this paper is divided into four parts.The first chapter discusses shared reading teaching.First,it clarifies the relevant concepts and sorts out the theoretical basis of shared reading teaching,and then elaborates the basic characteristics of shared reading teaching.The second chapter analyzes the problems and reasons of the whole book reading teaching of Rural China.It is found that some senior high school students show little interest in Rural China and whole book reading,and students read in a single way and lack a clear plan.The heavy academic load leads to insufficient time for reading,and students share and communicate less with their classmates in the process of reading Rural China.For teachers,the whole classroom is still dominated by teachers’ lectures and supplemented by students’ sharing and communication.Teachers’ understanding of shared reading only stays in the traditional shared reading,and they lack a systematic understanding of shared reading teaching strategies.The third chapter discusses the teaching of whole-book reading of Rural China.Firstly,it explains the basic aspects of teaching whole-book reading of Rural China and the characteristics of the text of Rural China,and then analyzes the appropriateness of applying the concept of shared reading teaching to teaching whole-book reading of Rural China.The fourth chapter focuses on exploring the strategy of teaching shared reading in Rural China.The strategy is divided into three parts:pre-reading instructional sharing,while-reading advancement sharing and post-reading consolidation sharing.The pre-reading guidance sharing includes:sharing whole-book reading resources to build students ’ cognitive background of reading;sharing whole-book reading methods to master the reading methods of academic books;sharing whole-book reading planning to jointly develop whole-book reading tasks and processes.During the reading process,students share their thinking maps,conduct“five minutes before class”reading sharing activities and hold reading exchange sessions.The post-reading consolidation sharing includes: conducting a debate competition to broaden the depth of shared reading;holding special study and reading sharing activities to optimize the quality of shared reading;and conducting diversified evaluation activities to give feedback on the effectiveness of shared reading.In addition,the author establishes a specific and feasible evaluation scale.Through the above four aspects of thinking about the teaching of whole book reading of Rural China,we strive to enable the teaching of whole book reading of academic works at senior high school really take root.