| For the first time in 2022,the whole book reading task group was written into the Chinese curriculum standards of compulsory education.The purpose is to change the limitation of expanding Chinese reading texts,select excellent domestic and foreign cultural works,promote the formation of students’ reading habits and reading experience through activities,and systematically and comprehensively improve students’ core Chinese literacy in many aspects.However,the practical teaching of the whole book reading in junior high school still has the problems of students’ low interest,reading purpose is not strong,and teachers teach for examination.This paper tries to start from the cultivation of students’ core qualities,taking " Dawn Blossoms Plucked at Dusk" as an example to design teaching,trying to explore the teaching mode of the whole book reading in junior high school.The introduction part mainly expounds the origin and significance of the research on the whole book reading teaching in junior middle school under the background of the new curriculum standard,and discusses the significance of choosing “Dawn Blossoms Plucked at Dusk” as an example.The text is divided into four parts.The first part discusses constructivism and teaching methods theoretically.Then read the whole book from junior high school in the definition and requirements of the curriculum.This paper discusses the possibility of applying constructivism theory and method in the practical teaching of whole book reading in junior middle school.The second part analyzes the current situation of whole book reading teaching in junior middle school from the results of student questionnaire survey and teacher interview survey,and proposes the problems in the whole book reading teaching,and puts forward the teaching strategies suitable for whole book reading in junior middle school from the three aspects of pre-class,classroom teaching and after-class evaluation.The third part is the teaching design of the whole book of " Dawn Blossoms Plucked at Dusk ".The teacher deeply interprets the text characteristics and text content of " Dawn Blossoms Plucked at Dusk ",sorts out the two themes of "nostalgia" and "criticism" from the content,analyzes the author’s emotional changes under different perspectives of children and adults from the perspective of perspective,and discusses the value and significance of deeply interpreting the author’s emotions from the intertext of multiple texts.Then,the author to junior high school language core literacy culture self-confidence,language use,thinking ability and aesthetic creation of four aspects set " Dawn Blossoms Plucked at Dusk " teaching objectives,to "scaffolding teaching" and "anchoring teaching" teaching methods,set up teaching planning,for teaching implementation to lay a good foundation.In the fourth part,on this basis,the reading teaching of the whole book of "Dawn Blossoms Plucked at Dusk " is planned into three stages.The first stage is pre-class preview.In this stage,the teacher mainly guides the students to break the diaphragm between individual essays in the way of activities,and grasps the writing background of the article on the basis of reading through the full text.The second stage is the classroom theme teaching.According to the two themes of "remembrance" and "criticism" in the teaching preparation,the teacher guides the reading teaching of the whole book Dawn Blossoms Plucked at Dusk deeply with the support of knowledge and the organization of activities as teaching methods.Finally,in the after-class integration stage,students use the mind map to integrate the ideological themes of a single text,establish a cognitive framework,and on this basis,imitate and write the text content to form a personalized reading experience.Finally,this study summarizes the design of the whole book reading teaching of " Dawn Blossoms Plucked at Dusk " and its enlightenment to the whole book reading teaching of junior high school,and reflects on the shortcomings of this study in the hope of continuous exploration and progress in the future. |
