The Research On The Teaching Of Reading In The Whole Book Of Middle School

The whole book reading has been existed for a long time in our country,which was first proposed by Ye Shengtao,after that many experts and scholars like Xia Mianzun,GuHuangchu,Zheng Yu,Dong Juchu are in the study.The whole book reading was first proposed in the 2001 edition of the Chinese Curriculum Standard.Ten years later,it was reaffirmed in the 2011 edition of the Chinese Curriculum Standard.After that,‘the whole book reading' has gradually become a hot research field.Due to many factors such as the characteristics of the whole book,students' reading comprehension and difficulties in teaching,the implementation of the whole book reading is still a difficult problem.In this paper,"the whole book reading" is the research object,and the research focus of the paper is to promote teaching strategy of the students' whole book reading.Theteaching strategy research is based on the pre stage ‘teacher introduction',while stage ‘process tracking and supervision' and the post stage ‘the evaluation phase',which selects Conrad Lorenz's ‘King Solomon ring' as the teaching example.This paper is divided into four chapters.The contents of the introduction include the source of the subject,the purpose and significance of the research,the research method and the innovation point.The first chapter discusses the concept and research status of ‘reading the whole book';The second chapter explores the teaching of the whole book reading in the junior middle school,the teaching situation of the teachers and the reading situation of the students,to clarify the difference between the concept of the whole book reading learning and a single article,masterpiece reading,extracurricular reading;The third chapter uses practical teaching examples to explore the concrete implementation of the three stages of ‘the whole book reading';The fourth chapter is the reflection and summary of the study.