Research On The Application Of Project—Based Learning In The Whole Book Reading Teaching Of Junior High School Chinese

Since the whole book reading has become a "hot word" in the field of Chinese education,each school segment has launched a "vigorous" exploration of the whole book reading teaching.The trinity reading teaching system established by the unified edition of Chinese textbooks also provides a basis for the implementation of the whole book reading teaching.However,the popular project—based learning of reading the whole book on campus is more like extracurricular activities or Chinese classes with different names.What exactly is project—based learning,how to design project—based learning in a standardized way,and how to implement various activities in a planned way.hese real problems about the "landing" of project—based learning lie in the minds of front—line teachers and need to be solved.Based on this,the author will combine the existing literature and the practical experience of his school to extract the design strategy of project—based learning,hoping to enlighten front—line teachers and make an effort to sow real project—based learning in the junior high school campus.The specific study consists of the following three chapters:The first chapter is theoretical analysis.On the one hand,it combs the Gestalt psychology theory and reception aesthetics theory in the theoretical basis of reading teaching in the whole book,on the other hand,it expounds the constructivist learning theory and pragmatism education theory in the theoretical basis of project—based learning,and expounds the compatibility between the two.The second chapter is the current situation investigation.Through the method of investigation and research,a questionnaire survey and individual interviews were conducted on teachers and students of a private junior high school in Hangzhou.The survey found that most teachers have a certain understanding of the whole book reading teaching,and can even develop the whole book reading teaching activities based on their own experience,but it is not systematic and in—depth enough.In general,there are the following problems in the whole book reading teaching at the junior middle school Chinese stage: 1.The whole book lacks interest and driving force;2.The reading task of the whole book is idle and lack of planning;3.The reading process of the whole book is random and lacks guidance;4.The reading evaluation method of the whole book is fixed and lack of scientificity.The above shows that the whole book reading of junior high school Chinese needs systematic learning methods to make the whole book reading really happen.The third chapter is the design strategy.Through the practical problems of the whole book reading teaching of junior high school Chinese found in the second chapter,this thesis introduces project—based learning into the whole book reading teaching,and discusses the strategies of applying project—based learning to the whole book reading teaching of junior high school Chinese section by section.The first is the design strategy of driving questions,which focuses on the core knowledge of "this book",the reading strategy of "this book",and the students’ doubts about "this book";Secondly,the design strategy of the project task has two main points: grasp the task requirements and write the task instructions;Finally,the design strategy of scoring rules points out the direction of diversification in terms of evaluation subjects,evaluation methods and evaluation tools.