Resesrch About The Guidance Of Reading A Whole Book And The Tea Ching Of Excarpt Texts Eron Long-Noyels In Middle School Reading Teaching

Excerpt texts in the test books are selected from the entire article or theselection of articles, although has its relative independentability,it can’t be separatedfrom the whole article. Discussing the teaching method that combine excerpt textswith the guide of reading a whole book without changing the current teachingmaterial and framework, for the sake of not only deepening the understanding ofthe excerpt text,but cultivating students ability of reading long work and stimulatingthe students interest in reading.I chose the excerpt texts from long novels as my research object, trying to createthe teaching method combine excerpt texts with the guide of reading a whole book.The paper consists of three chapters:In the first chapter, I combed the relationship among reading the whole novelbooks, excerpt texts from long novels and the current circumstance of Chineseteaching in middle school, illustrating that it is important and feasible to combine theteaching of excerpt texts from long novels with the guide of reading the whole book.This chapter is divided into three parts: the first part elaborated the relationshipbetween "reading the whole book" and the current Chinese teaching in middleschool. This part reviews the background of the officially raised of the concept called“reading the whole book”, and points out that the materials and students problemsthat Ye ShengTao proposed in that time still exist in todays Chinese teaching.Therefore, Chinese teachers still need to guide students to read the whole book. Thesecond part describes the relationship between the excerpt texts from long novelsand the whole book. Considering that value of reading the whole cant be replaced byexcerpts. Through analyzing the position of the excerpt paragraph in the whole book,speculated that textbook editors also mean to guide students to read the wholenovels by learning the excerpts. The third part analysis the attitude of high schoolstudents towards reading novels, making the conclusion that it is well-accepted bystudents that combine the teaching of excerpts with the guidance of reading thewhole book and deepen the understanding of the extract paragraph. In the second chapter, I enumerated and analyzed some problems existed in thepractical Chinese teaching, such as the textbook compilation and the method ofteachers’ teaching.In the third chapter, I expounded some specific methods to combine theteaching of excerpt texts with the guidance of reading whole book. On text teaching,we can use "find the cause and effect under the development of plot","excavate thecharacteristics of characters" and "feel the connotation of narrative language ". Inthe terms of arousing students interest in reading, we can try to “use popularelements”,"setting curious questions" and "letting students try to be edits". In theterms of evaluating students’ reading effect, I introduced Blooms taxonomy table.According to the table, I divide the evaluation content into four levels, from familiarwith the details in the novel to testing reading ability. The difficulty is rising in turn.In epilogue, I pointed out the reasons that restrict middle school students to readthe whole book today, and put forward my own points of view about how to changesuch situation.