A Study On The Teaching Of Reading Whole Books In Primary And Secondary Schools

As an important part of modern Chinese teaching, reading teaching under the background of new curriculum has a prominent position. With the continuous deepening of curriculum reform and development, the modern reading teaching has also revealed many problems in practice, such as, students’ lack of Reading quantity, students’reading fragmentation and so on. In the process of exploration by the primary and secondary schools’ Chinese teachers, the reading teaching thought of "the whole book" begins to appear and be formed in our sight.The reading teaching of "the whole book" is inherited from the excellent educational thought of Chinese ancient, which has also absorbed the essence of the Western reading teaching thought for a long period. The reading teaching thought of "the whole book" inherits the thought of "reading the whole book" but still has some differences. The reading teaching of "the whole book" has the similar idea with "group of texts reading teaching", but the former is more comprehensive and more in-depth, which is also accepted by the majority of teachers and students.When examining the historical background and the practical basis of reading teaching "the whole book", this paper makes a deeper analysis of several main aspects of reading teaching "the whole book". This research takes Ye Shengtao’s reading teaching view as the theoretical support, aiming at the current problems existing in the process of Chinese teaching, gives out the strategies to solve the problems.The first part:introduction. It systematicly summarizes on the related background and the severe situation of current reading teaching of "the whole book", and then this paper points out that researching and learning the reading teaching thought of "the whole book" is very important and has practical significance.The second part:it makes the exploration and textual research on whether it has the imprint of the reading teaching thought of "the whole book" between the Chinese and Western traditional Chinese education. Then it found that the reading teaching thought of "the whole book" can not be indelible from the traditional Chinese reading education. At the same time, from the related works of modern educators and the curriculum programmatic documents between modern China and Western countries,this paper sorts out the process of the formation and development of reading teaching thought of "the whole book".The third part:It makes a brief introduction of the reading teaching "the whole book" and defines the definition of reading teaching "the whole book" by comparing with the "group of texts reading teaching". At the same time, this paper summarizes the systematicness, topicality and comprehensiveness of reading teaching "the whole book". In addition, it refines the basic teaching concepts on wholeness, systematization and a good reading atmosphere of the reading teaching "the whole book".The fourth part:this part systematicly introduces the common course (including oriented reading class, communicative reading class and comparative reading class) of reading teaching "the whole book" from three aspects:connotation, value and teachers’attentions. From the angels of these three aspects, this paper introduces two basic modes of reading teaching "the whole book" by the same characteristic of "reading together", one is reading together between parents and the other is reading together between teachers and students, hi addition, this paper points out that the Chinese teachers play important guiding roles in the teaching process.Through learning and researching on reading teaching thought of "the whole book", the ultimate goal of this research tries to derive the useful teaching knowledge, which can help the modern primary and secondary school students to improve their Chinese abilities and overall reading abilities. What’s more, under the new curriculum background, this paper finds out the "effective medicine" to solve the existing problems of reading teaching "the whole book" in the teaching practice in primary and middle schools.