Study On A Whole Book Reading Teaching In Upper Grades Of Primary School

In order to to improve students' reading literacythe Chinese Curriculum Standard officially incorporated the reading of an entire book into the teaching system.However,due to the contradiction between the text capacity of a whole book being too large and the teaching reality,the implementation of the teaching of reading a whole book still faces considerable challenges.Due on this,in order to deeply explore the reading and teaching strategies of a whole book in primary school's Chinese courses,this thesis has taken the whole book reading as the research object and senior grades of primary school as the entry point.The blurring of concepts often leads to blindness in practice.So the first chapter defines 'a whole book' in a formal level:the definition is clarified by comparing with some reading types(non-continuous text reading,group reading,single article reading,masterpiece reading and extracurricular reading)in Chinese reading.The connotation and characteristics of a whole book reading teaching in primary schools are summarized from the teaching level.Based on this,the value of reading a whole book is further confirmed.The whole book reading is also important in making up for the lack of text selection,improving students' reading literacy and implementing training goals of core literacy.Thus,the idea of it is necessary to carry out the whole book reading teaching in primary schools is naturally given.In order to propose more targeted teaching strategies,the author has learned about the current status of reading and teaching of the an entire book through reading documents,questionnaire interviews,and classroom observations and other forms.The results of the survey has shown that the teaching of a whole book reading is not carried out well due to the simplification of reading choice.The low level of reading motivation,which has caused the students' reading effect to be superficial.In addition,the teacher's weak guiding consciousness and the arbitrary reading guidance is also the reason.Facing the practical dilemma of the whole book reading and related teaching in primary schools,the second chapter has considered the question of "what to teach in the whole book reading" from three aspects.The first aspect is to choose reading materials.There is no fixed books in the teaching of a whole book reading.Teachers should choose reading materials that are based on students' situations,classicity and diversity.The connection between reading materials chosen and text books should also be considered.The second aspect is to determine teaching points.The a whole reading teaching should extract valuable teaching content from the text selected.The second aspect is to determine teaching points.The teaching of an entire book reading should extract valuable teaching content from the text selected.The determination of the teaching points of text teaching should not only pay attention to the core literacy goals and the reading objectives of senior grades in primary school,but also to the text style,the general characteristics of reading and separate characteristics of every single book.The third aspect is to determine the teaching method.The guidance of reading strategies is an important part of reading teaching.There is a difference between the whole book reading and the single text reading.This is one of the reasons why the whole book reading has attracted the attention of Chinese education.The thesis combines the general reading psychology of students in high grades of primary schools and points out the basic reading strategies that should be taught in two types of books,picture books and text books.The effective implementation of the teaching of an entire book reading also requires a systematic teaching organization.The third chapter focuses on the two issues of how to organize teaching sections and how to give reading evaluation in the whole book reading teaching.A systematic plan is also purposed.A systematic plan about the general process of the whole book reading teaching is given.When carrying out the whole book reading teaching,the teacher should carry out a systematic reading guidance to the students from sections such as “Inspiring interest ? Process Guidance ? Reading Communication ? Expanding and Extending”.In organizing reading evaluation,teachers should change their opinions and work on promoting students' reading.They should also pay attention in the reading process and advocating the evaluation principle of multi-subject participation.In order to conduct valid in-class evaluation,after-school follow-up evaluation and phased comprehensive evaluation,reading exchange forms,reading task lists and reading portfolios will be used.