A Study On The Design And Implementation Of Reading Curriculum For The Whole Book Of Fairy Tales In The Middle Of Primary School

In recent years,the whole book reading has been a hot topic in the field of Chinese learning,which has been studied by many scholars.As the newly issued Chinese curriculum standard of senior high school brings "whole book reading and discussion" into the learning task group,the whole book reading seems to be paid more attention in the middle school stage.Compared with it,the research on the whole book reading in the primary school stage is slightly deficient.But as the basic stage of Chinese learning,the whole book reading is equally important.This paper selects the middle stage of primary school as the specific research stage,takes fairy tales as the course material,combines the international core literacy framework and Chinese core literacy to establish the macro objectives of the course,defines the course content under the guidance of the course objectives,and puts forward practical curriculum implementation design and curriculum evaluation design.The full text is divided into six chapters:Chapter 1: introduction.Including research background,literature review,research significance and research methods.Chapter 2: the definition and theoretical basis of the whole book reading course of fairy tales in the middle of primary school.Firstly,the concepts of "fairy tale","whole book reading","curriculum design","curriculum implementation" and "whole book reading curriculum design and implementation" are defined.Secondly,the theoretical basis of this study is explained.Chapter 3: the construction of the reading curriculum goal of the whole book of fairy tales in the middle of primary school.Starting from the value orientation of "adhering to the children's standar d and conforming to the nature of children",the basic idea of goal construction is established.Then,the correspondence between the whole book reading course of fairy tales and the international core literacy and the core literacy of Chinese discipline is explored.Taking this as the logic starting point of the course goal construction,the course goal is gradually established.Chapter 4: the design of reading course content of the whole book of fairy tales in the middle of primary school.The content of this part is based on the guidance of the curriculum objectives,and is established from two aspects of "what to read" and "what to teach".First of all,"what to read" is not only the bibliography that students need to read,but also the course material.In the selection of curriculum materials,it is based on three aspects: the content related to textbooks,the three motifs of children's literature and the basic types of fairy tales.Then follow the three principles of "adaptability" to the students' learning level,the "adaptability" to the teaching materials,the "classics" of reading bibliography and "to help students absorb language".Finally,combined with the 2018 edition of primary school students' graded reading bibliography developed by the research team close to mother tongue and the basic reading items of Chinese primary school students developed by Professor Zhu Yongxin's team,from the three dimensions of scientific fairy tales,folk fairy tales and literary fairy tales,9 fairy tales suitable for students in the middle of primary school are selected.Among them,literary fairy tales are based on the three motifs of love,nature and growth Division.Secondly,"what to teach" is discussed from two aspects: the selection of teaching content and the presupposition of suitable teaching content.Through grasping the teaching objectives of fairy tales in the middle of primary school,the level development of students' reading ability and the characteristics of Fairy Tales' style,the teaching content suitable for the middle of primary school is preset.Chapter five: the implementation of the whole book reading course of fairy tales in the middle of primary school.Three types of courses suitable for reading the whole book of fairy tales are determined,which are "content overview navigation course","reading method guidance auxiliary course" and "highlighting the main idea expansion course",and correspoding teaching strategies are put forward.Among them,"navigation course" can use "reading method","set suspense method","index introduction method";while "auxiliary course" should focus on "reading method guidance" or skillfully use "reading list" to help teaching;and "expansion course" can use "communication and sharing","expansion reading" and "reading and writing interaction" three teaching strategies.Finally,taking the fairy tale "Charlotte's net" as an example,the design of three types of reading lessons is carried out.Chapter 6: the evaluation design of the whole book reading course of fairy tales in the middle of primary school.First of all,based on the theory of "evaluation is learning" and the characteristics of the whole book reading,the basic evaluation concepts of "learning by evaluation","breaking through the thinking of" examination "," performance evaluation "assisting the whole book reading" and "realizing the whole book reading evaluation with the help of performance evaluation rubrics" are established.Secondly,it highlights the performance evaluation method of the whole book reading,selects the evaluation rubric as the performance evaluation tool to evaluate the whole book reading,and extracts the evaluation elements of rubric combined with the whole book reading.At last,the nine steps of the development of evaluation rubrics are described with reference to the development and design of evaluation rubrics abroad.