A Study On The Teaching Of Whole Book Reading In Chinese Language Teaching In Tongchuan Senior High School

The concept of "whole book reading" has a long history,and it has been included in the curriculum standard again and again,which has its unique significance and value.But due to high academic pressure of high school,the underdeveloped regional education,the operation of the whole book reading is not easy and other reasons,the whole book reading teaching of Chinese language in Tongchuan high school has not been paid attention to.Nowadays,Standards of General High School Chinese Course reestablishes the status of the whole book reading and further strengthens the theoretical basis of the whole book reading.Therefore,the author tries to improve the teaching of Chinese reading in Tongchuan senior high school and improve the students' Chinese literacy through the whole book reading teaching practice.Based on the purpose and direction of the above research,this paper is based on the current situation of Chinese teaching in Tongchuan No.1 middle school,the most representative high school in Tongchuan.As a front-line teacher,it conducts a questionnaire survey on the three groups closely related to the reading of the whole book:students,teachers and parents.On this basis,through data analysis,we can see the current situation of the whole book reading in the stage.In view of these situations and the understanding of Tongchuan's social and school cultural atmosphere,the author puts forward the solution direction of society,school,family,students and teachers in promoting the whole book reading.Limited by and benefiting from the status of front-line teachers,in the face of the reality that society,school,family,and students'progress in reading the whole book is not completely controllable,the author focuses on the teaching of the problem.This paper puts the whole book reading into normal teaching,explores the teaching strategies of the whole book reading in senior high school,carries out relevant teaching practices,and lists the teaching examples of "the Water Margin"and "the Roots of Wisdom".Through the analysis of the practice results,we can find that students' Chinese literacy has been greatly improved,which also provides a certain reference for the whole book reading in this area.This paper studies the whole book reading teaching in senior high school in Tongchuan from three aspects.First of all,we adopt the method of questionnaire analysis,take some students,parents and Chinese teachers of Tongchuan No.1 middle school as the survey objects to analyze the data,grasp the current situation of the whole book reading in our school.Then put forward the solution direction:in the social aspect,we should advocate nationwide reading and build a good atmosphere;schools should respond to support and improve hardware and software facilities;family should create an environment to guide children to love reading;students should set up the concept of reading the whole book,implement the method,and be diligent in thinking;teachers should renew teaching,try boldly and seek innovation.Next,this paper focuses on how to do the whole book reading in teaching.In the selection of bibliography,we should combine necessary reading with selective reading,and attach equal importance to literariness and practicality.In the process of teaching,we should determine the goal and clear the direction;make the plan and drive the task;explore the key points and improve the ability;check and accept the results and evaluate them in time.In terms of teaching form,five types of courses can be set up,such as introduction course,independent reading course,problem discussion course,method guidance course and communication and display course.Finally,based on the exploration of teaching strategies above,the teaching practice cases of reading the whole book of "the Water Margin" and "the Roots of Wisdom" are displayed to gain experience and reflection.