Research On The Design Of Reading Task Groups For Chinese Whole Books In Primary School

With the advancement of the new curriculum reform,reading the whole book has gradually become a topic of widespread concern and discussion in the field of language teaching.Especially since the "Compulsory Education Language Curriculum Standards(2022 Edition)" proposed the learning task group,the whole book reading has been mentioned as one of the extended learning task groups.At present,there are many problems in the design of the whole book reading task group of primary school Chinese,such as unclear positioning of learning themes and goals,learning tasks not forming a complete visual sequence,random selection of practical activities,and dynamic presentation of teaching evaluation.Therefore,by designing and researching the whole book reading task group of primary school Chinese,this paper expands the research horizon,expands the research content,and broadens the application scope of SOLO classification theory,so as to provide a reference for the design of the whole book reading task group for front-line primary school Chinese teachers.Based on the above concept,taking "Chinese Myths and Legends" as an example,the design and research of the whole book reading task group of primary school Chinese was carried out.Firstly,with the help of literature analysis method,we can understand the research situation of learning objectives,logical structure,key elements,and teaching evaluation of the whole book reading task group,and sort out and analyze the existing results.Furthermore,the relevance of the whole book reading task group and SOLO classification theory in primary school Chinese was expounded,and the application concept of SOLO classification theory into design was expounded.Secondly,drawing on the existing research results,the design process of the whole book reading task group of primary school Chinese is proposed,which mainly includes five key links,including carefully selecting learning themes,scientifically integrating learning objectives,reorganizing learning tasks in different sequences,multi-dimensional integration of practical activities,and systematic presentation of dynamic evaluation,reflecting the comprehensive,holistic and advanced characteristics of the whole book reading task group of primary school Chinese.Finally,taking the first class of the fourth grade of S Primary School as the research object,three rounds of action research are carried out,and a design process template with reference value is formed in the reflection and optimization.The results show that the whole book reading task group of primary school Chinese designed and developed in this study has remarkable results,which are manifested in the following three aspects: cultivating students’ personalized reading ability,stimulating students’ interest in reading the whole book,and improving students’ systematic thinking ability.However,there are still shortcomings such as the small scope of research objects and the need for accurate integration of reading strategies.