Teaching Research On "Reading The Whole Book" In High School Chinese

“The Whole Book Reading and Discussion” is the first learning task group in the course of “Chinese Curriculum Standards of Senior High School(2017 Edition)”.“The Whole Book Reading” can promote the deep-level reform of Chinese curriculum,change the way students learn Chinese,cultivate the Chinese core quality of senior high school students and give play to the educational function of Chinese curriculum.Thus,it is imperative to study the Chinese teaching of “The Whole Book Reading” in senior high school.Besides,the exploration of teaching design in teaching research is very important.After all,only constructing the teaching design of “The Whole Book Reading” well can we carry out teaching practice effectively.Therefore,“The Ordinary World” is selected for the teaching design of “The Whole Book Reading” to provide a paradigm reference.This paper discusses the teaching design of “The Whole Book Reading” in “The Ordinary World” from four parts.The first part: it reviews the historical background,research trend and research status of “The Whole Book Reading” in “The Ordinary World”,which leads to the reasons for the teaching design of “The Ordinary World”;The second part: it introduces the teaching design of “The Whole Book Reading” in “The Ordinary World” from the perspective of booklist selection,teaching objective,teaching arrangement,teaching mode,teaching methods and teaching evaluation;The third part: it gives a detailed introduction to the teaching design case of “The Whole Book Reading” in “The Ordinary World”;The fourth part: it explains the teaching design thinking of “The Whole Book Reading” in “The Ordinary World”.The innovation of this paper is that it concludes the existing teaching design case of “The Whole Book Reading”.In addition,it presents the thematic teaching plan of“The Whole Book Reading” in “The Ordinary World” and puts forward a whole set of teaching thinking about “The Whole Book Reading”.