On The Whole Book Reading Instructional Design Of High School Based On Backward Design

The whole book reading has a long history in Chinese education.With the advancement of the new curriculum reform and the development of resource informationization,the fragmentation of a single article and the impact of craftsman reading make the whole book reading gradually become difficult problems and hotspot.Chinese Curriculum Standard of High School in 2017 amended by the Ministry of Education explicitly stipulated "Reading and Discussing the whole book" as a compulsory learning tasks in Chinese learning.But the complexity of reading content,logic of the whole book and the limitation of time and space of the teaching caused many difficulties in the implementation.In view of these reasons,the paper based on the "Backward Design" to explore the instructional design of the whole book reading.The research is divided into four parts.The first part: introduces the research about backward design and the reading of the whole book,summarizes the viewpoint and the operational process of the backward design and the characteristics and requirements of the whole book reading.On this basis,the paper establishes the connection between the whole book reading and backward design.The second part: for the implementation of the whole book reading,we selected 500 students and 25 teachers of three high schools to make a survey and interview.Aim to find the problems,causes and explore the measures about the whole book reading.The results of the survey show that the implementation of the whole book reading is not optimistic.For the teachers,such as lacking the theory and literacy and showing an industrial process of the instructional design;transferring the knowledge is a top priority in the teaching and the absence of internalization;the formalization of cooperation and exploration;the detached of goals and evaluation.For the students,reading time is insufficient,reading content towards entertainment,missing the reading arrangements,reading is shallow and so on.The third part,reconstructing the teaching material of the whole book reading.According to the requirements of curriculum standards and the current situation of reading,and on the basis of characteristics of the whole book about PED edition,we make sure the teaching contents including category of language form,semantic motivation and reading skills.The last part,reconstructing the reading mode of the fiction and academic books under the guidance of the backward design theory.On the basis,abstracting the operating procedure about the whole book reading.Teachers according to the goals set evaluation evidence,and based on those evidence design the activities.There are two ideas:one is creative reading mode of fiction books(unfamiliar reading,integral perception,experiential participation,multi-angle analysis,in-depth exploration).One is the question-inquiry mode of academic books(catching and skimming,recording and compressing,retelling and recombining,internal learning and applying).Teacher had better handle the scale of the teaching,focus on the task of situation and thematic,establish the flexible evaluation system during the operation.