A Survey Of The "Reading The Whole Book" For The Third-semester Students Elementary School In Jinzhou And Promotion Strategy Research

The "Chinese Language Curriculum Standard for Full-time Compulsory Education(2011 Edition)" puts forward: "Read more books,read books,and read the entire book." Reading the whole book is conducive to students’ overall thinking,student literacy,and development.Good reading habits.However,in the current school classroom,the current status of the student’s "read the whole book" is not satisfactory.There are problems such as students cannot read a book completely when reading,lack the necessary effective guidance when reading,and the total amount of reading is too low.Based on the above-mentioned problems in the reading of the entire book,the entire book reading survey was conducted on the students of the third section of the S elementary school in Jinzhou using document research methods,interviews,and questionnaires.The introductory part mainly includes five parts: the basis for the topic selection,literature review,research methods,research value and concept definition.In addition to the introduction,the full text consists of four parts.In the first part,through survey questionnaires,the students were surveyed about their interest in reading the entire book,the choice of time,and the use of methods.The second part summarizes the questions that appear in the third-segment students’ readings of the entire book through questionnaires.The concrete manifestations are: improper use of reading methods;single choice of reading text;preference for electronic reading methods.The third part summarizes the reasons for these problems.It mainly summarizes the reasons for the three parts: The most important reason is that teachers do not have sufficient reading guidance for the “entire book”;secondly,students lack the entire book reading environment,and finally they are Students lack the correct understanding of the entire book.The fourth part of the solution strategy is the focus of this article’s argument.To improve students’ "full-book" reading,teachers must be able to carry out a wide variety of "full-book" reading activities;secondly,they should speed up the "complete book" reading course.Finally,students must be able to truly change their concepts and truly recognize the whole book.The significance of book reading.In recent years,China has been vigorously advocating "the whole book" to read,but many advocates and less practice,so I hope this article can provide practical support for the current problems in the "full book" reading.