Research On The Teaching Of The Whole High School Book Reading Based On Project Learning

Under the background of the core literacy,the reading of the whole book presents an important educational value.The 2017 edition of the ordinary high school Chinese curriculum standards clearly affirmed in the project as the carrier to carry out the whole book reading is scientific,but the practice process,to project learning in the whole book reading teaching is still a formalized,superficial,passive,failed to achieve the expected efficient learning effect,failed to meet the requirements of literacy cultivation.Therefore,how to carry out the efficient teaching of the whole book reading by project learning is the core problem of this study.First of all,through sorting out the existing domestic and foreign research data,conduct in-level and multi-dimensional exploration of the research status of the study of the whole book reading and project learning,and clarify the necessity and urgency of carrying out the reading research of the whole book through project learning.Then,the concept of reading and project learning of the whole book is defined.On the basis of determining the theoretical connection between the two,the objectives,ideas and research methods of this research are defined.Secondly,the problem is analyzed from the fit of the theoretical level and the practical dilemma at the practical level.On the theoretical level,the paper analyzes the fit and necessity of reading the whole book through the integration of the study in the theme of the early stage of reading,the narrow reading,the single purpose and utilitarian,the middle reading,the lack of continuous reading process,and the single evaluation and the lack of mobility in the later stage of reading.Through the design and data analysis of teacher interviews,it is found that the pursuit of efficiency at the school level,the superficial catering at the teacher level and the passive inquiry at the student level are the reasons for the current dilemma.Thirdly,focus on the two core tasks of theoretical path design and teaching design at the practical level to solve the problems.In terms of path design,it is divided into early warm-up stage,middle stage and promotion stage and later summary stage: core knowledge search and real situation creation,diverse activity guidance,whole-process scientific evaluation and activity display and migration.On the teaching design,with the ordinary world as the reading object,in the form of "topic —— issue —— problem" design a guide class,four classes,four seminars,two class and a summary class,supplemented by each class evaluation table and five class type design focus on teaching methods,for project learning to carry out the whole book reading teaching to provide specific case design ideas.Finally,review the whole process of solving the problem,and get the rules in the summary.Teaching enlightenment takes "truth" as the key word,and ensures the high quality of project learning from ensuring the authenticity of learning ability,environment,process and evaluation.Teaching reflection takes "integration" as the key word,and puts forward the suggestion of paying attention to "three unification" for the subject background,teaching thinking and learning situation understanding of the process design.In this way,we will make an in-depth summary of this activity,promote the project learning to carry out the whole book reading to really take root,and give full play to its educational value.