A Study On The Improvement Of Instructional Design For The Whole Book Reading Of Chinese Of Primary School

With the publication of the elementary Chinese textbook edited by Ministry of Education,the extracurricular reading was formally incorporated into the Chinese curriculum system,and as a result,the whole book reading has appeared on the vision of educators among the primary and secondary school.The whole book reading,which aims to break the traditional intensive reading and fragmented reading of single text reading teaching,helps students learn to use reading methods,cultivate reading habits,improve reading ability,and promote the further development of students' core literacy by reading a complete book.At the same time,it also practically implements the teaching suggestions for reading the whole book in Chinese Curriculum Standards.However,due to the lack of theory of the whole book reading teaching and practical experience,the teaching situation is not optimistic.So this study intends to take instructional design of teachers as the breaking point,investigates the status of the whole book reading teaching design of elementary Chinese and finds problems,then try to make some suggestions for the improvement of the whole book reading teaching of elementary Chinese.This research is divided into five parts,and the details are as follows:The first part is Introduction.Based on the investigation and analysis about the relevant literature of the whole book reading of elementary Chinese,instructional design and instructional design of the whole book reading teaching of elementary Chinese,this study clears the current context and status of related research,and makes sure the significance,start pointing and methods,etc.that will promote the following research.The second part defines the related concepts of instructional design of the whole book reading of elementary Chinese,clears the significance,and further clarifies the difference and connection between single text reading teaching and the whole book reading teaching.Meanwhile,the related theory of instructional design has provided,which will concretely support its teaching practice.The third part is about the analysis of "should" status of instructional design of the whole book reading of elementary Chinese.Based on the characteristics of the whole book reading teaching,the relevant theories and practical experiences,this study will set the general notions for instructional design of the whole book reading of elementary Chinese,and the specific frame in front-end analysis,teaching goals,teaching content,teaching strategy,teaching evaluation,and teaching reflection,etc.Those standards will enrich the relevant theories and provide an evaluation basis for subsequent research.The fourth part is the "factual" investigation and analysis of instructional design of the whole book of elementary Chinese.This section will use the questionnaire,interview,text analysis methods to investigate the current teaching design status of the whole book reading of elementary Chinese,then find and summarize the problems and reasons in front-end analysis,teaching objectives,teaching content,teaching methods,teaching evaluation,and teaching reflection,etc.The last part is about the countermeasures for improving the teaching design of the whole book reading of elementary Chinese.Based on the current problems in previous section,this study proposes school-based improvement countermeasures,respectively such as school provides institutional guarantee and technical support,teachers change their wrong cognition and improve the abilities of instructional design in teaching practice,so as to promote the development of the whole reading teaching of elementary Chinese.In this study,it conducts a systematic review and analysis of the relevant standards for instructional design of the whole book reading of primary Chinese,and implements a survey of the status quo about instructional design of teachers who are currently carrying out the teaching of the whole book reading,for the sake of analysis of the existing problems and the following countermeasures.Therefore,this study hopes that there will provide a certain reference for instructional design of practical workers in the teaching of the whole book reading of primary Chinese through the literature analysis and investigation.Inadequately,due to subjective and objective conditions,the selected sample size is limited,and its typicality and representativeness need to be improved,in the same time,the countermeasures requires further verification of practice.The writer hopes these deficiencies will point out a certain direction for subsequent research.