Research On The Whole Book Reading Teaching Of The Junior High School Chinese Textbook

Reading teaching does not only refer to the intensive reading of textbooks but also to the extensive and diverse reading of students' independent reading and reading materials.With the unified use of the uniform Chinese textbooks in primary and secondary schools throughout China,the whole book reading that can systematically cultivate students' reading ability has become another research hotspot in Chinese reading teaching.However,due to the characteristics of the whole book reading content as well as the limitations of the curriculum provision and teaching implementation,this reading form is prone to become a mere formality.In the process,students only have a rough browse of the book,and often tend to ignore the development of pre-reading plan,the adjustment and monitoring in reading,the strategies in reading books of different styles,whether the post-reading cognition of the book is constructed,and whether different thinking and reading experience is obtained.Therefore,the teaching of whole book reading in junior high school Chinese textbook is used as the research object in this thesis,with the focuses on the content and implementation of reading teaching,to conduct the study from the following three aspects:First of all,from the perspective of the status quo of reading,the teaching dilemma of whole book reading and the students' lifelong development,the value of the whole book reading is introduced,and the research results made by the predecessors of the whole book reading are sorted out.Meanwhile,analysis and discussion of the current teaching status of whole book reading is made as follows: for the purpose of exam-orient teaching,emphasis is laid on exam items;dominate by students' free reading,reading guidance is neglected;less attention is paid to the teaching of reading strategies and methods.Causes to this status mainly include the unclear subject in the teaching of whole book reading,lack of clear definition of reading content in the new curriculum standards,and absent of procedural and strategic knowledge.Secondly,the contents of whole book reading teaching are divided into three dimensions: integrated reading,monitoring of reading comprehension,and reading of different styles.Among them,integrated reading includes the extraction of key points-information screening,generalization and organization-use of information graphical combination.Reading comprehension monitoring includes the preparation of pre-reading plans,adjustment monitoring during reading.Different styles of reading including the teaching of four types of literary texts,namely,novels,essays,long documentary and poetry.Finally,in the form of presenting the flow chart and explaining the specific teaching cases,how to implement the different contents of reading teaching is expounded.