Research On The Construction And Application Of Whole Book Reading Teaching Resources In Junior High School

Whole book reading teaching resources refer to the information,materials and environment that are used throughout the whole book reading teaching activities in secondary schools,and play an important role in supporting teachers’ teaching and students’ learning.The resources commonly used in whole book reading teaching are textual resources,digital resources,generative resources and teacher information skills.In the current practice of whole-book reading teaching in secondary schools,due to the pressure of test-taking and teachers’ information literacy,the use of whole-book reading teaching resources suffers from inappropriate selection of textual resources,inefficient use of students’ generative resources,and ineffective enhancement of students’ core language literacy.It is important to study the selection and use strategies of whole book reading teaching resources in secondary school languages to enhance secondary students’ core language literacy.This study first clarifies the connotation and classification of reading teaching resources,and identifies the concepts related to whole-book reading teaching resources.On this basis,the necessity and feasibility of appropriate selection and use of whole-book reading teaching resources are certified.Secondly,through teacher interviews,classroom observations and the analysis of typical teaching cases,this paper examines the current situation of the use of various types of teaching resources.It is found that teachers prefer to use textual resources in whole book reading teaching,mainly because they are easy to access.At the same time,by combing through the content of the new standards on whole book reading resources,it was found that the new standards emphasise that there is a clear link between the learning task clusters and the objectives and ways of using whole book reading resources.Based on the above research,this paper finds that teachers have the following problems in the process of teaching whole book reading: in terms of the use of physical resources,teachers’ selection of text resources is not refined enough,resulting in students’ lack of information retrieval skills;the structure of digital resources used is functionally homogeneous and fails to enhance students’ thinking development skills.In terms of the use of human resources,teachers did not capture the generative resources in a timely manner,making it difficult to promote students’ reflective assessment skills;the overall comprehension of students was low due to the lack of information literacy of teachers.Again,based on the above problems,this paper proposes the following teaching strategies: in terms of physical resources,enrich digital resources to create a good reading context for students;integrate text resources to enhance students’ ability to retrieve information.In terms of human resources,teachers’ ability to develop resources is enhanced to deepen students’ overall comprehension;text resources are integrated to enhance students’ information retrieval ability.In order to verify the effectiveness of the above strategies,this study carried out a teaching practice of teaching the whole book reading resources of The Pilgrim’s Progress.Through collating students’ learning feedback and post-lesson student interviews,it was found that students’ response levels changed according to the teaching resources provided by the teacher.Well-structured text resources help to improve students’ overall text comprehension;well-expanded digital resources help to increase students’ motivation and create a good reading context;teachers’ ability to develop their own resources helps to improve students’ overall comprehension of the text;timely identification and use of classroom-generated resources help to guide students’ further development of thinking and improve their reflective and evaluative The teacher’s ability to identify and utilise resources in a timely manner can help to guide the further development of students’ thinking and enhance their reflective and evaluative skills.This paper concludes that the correct selection and use of whole-book reading resources can effectively improve secondary school students’ language literacy and learning abilities.Teachers’ information literacy and grasp of generative resources are positively correlated with students’ comprehension and reflection on the text;the selection of appropriate textual and digital resources helps to improve students’ information retrieval and thinking development skills.Therefore,when teaching whole book reading,teachers can select digital and textual resources and adjust them through students’ feedback to continuously enhance their own information literacy and thus improve students’ core language literacy.