| The idea of "reading the whole book" appeared in the education of ancient China.Chinese educator Ye Shengtao put forward the idea of "reading the whole book".In2017,the ministry of education in the new "the ordinary high school language curriculum standard"(core literacy edition)(hereinafter referred to as the "new standard")in the form of the learning task group put forward "the whole book reading and discussion learning task group,and made specific provision of teaching content,not only on the curriculum covers a compulsory,also both selective compulsory and optional,at the same time," the whole book reading and discussion "has become the eighteen learning task group of" leader ",it serves to show its importance.The whole book reading of biography is an important part of "the whole book reading" which can not be ignored.However,there are still many problems in reading the whole book of high school Chinese character biography,so how to guide the reading of the whole book of high school Chinese character biography has become a problem worth our deep thinking.Taking the biography of Su Dongpo as an example,this study investigated senior high school students and their Chinese teachers in no.1 middle school of Li Xian,investigated and analyzed senior high school students' understanding of reading the biography of Su Dongpo,their reading habits,and their evaluation of the reading effect of the whole book,and interviewed the Chinese teachers.The main problems in high school students reading biographies are: lack of interest in reading biographies;Lack of reading the biography of the whole book planning,reading a single method;Lack of good reading habits;Lack of initiative throughout the book;Lack of teachers' guidance on reading methods and strategies,and lack of reading time;Lack of external support,lack of a good reading environment and other aspects.The problems existing in the reading guidance of the whole book of teachers' biographies are mainly manifested as:insufficient accumulation of professional qualities and insufficient in-depth research on the reading of the whole book;Do not pay attention to the whole book reading,lack of scientific and effective guidance;Lack of scientific comprehensive evaluation,reading effect is difficult to detect;The positioning of the whole book reading deviation,time isdifficult to ensure and other aspects.The causes of the problems in reading the whole book are: lack of correct reading psychology;Lack of proper motivation to read;Reading time is not enough,there is no good reading environment to ensure;The whole book reading guidance of the Chinese teacher is not in place.Causes of problems existing in the reading guidance of the whole book: deviation and backwardness of teaching concept;The one-sided and unitary evaluation of teachers in schools.Based on this,this study takes the biography of Su Dongpo as an example,and based on the investigation of senior high school students and Chinese teachers in no.1middle school of Li Xian.Full preparation before reading the whole book;Strengthen the guidance in reading the whole book of biography;Increase external support to create a good reading environment;Develop a multi-rational evaluation mechanism for the whole book.In the biography of Su Dongpo and book reading guide,can Su Dongpo's personality charm and to set up relevant figures of Su Dongpo to stimulate students' interest,at the same time can guide the student to review the poetry of Su Dongpo has been studied,and guide students to focus on the three elements of biography,announcing the life,announcing the personality and the author of the interpretation of juicy gossip.The teacher provides materials for students to read: Wang Shuizhao,Zhu Gang's commentary on Su Shi,Yu Qiuyu's Su Dongpo breakthrough,lecture room Kang Zhen's commentary on Su Dongpo.In the self-reading stage,the teacher builds a reading bracket for the students and designs a reading task list.In the process of students' reading,teachers instruct students to comprehensively use strategies such as extensive reading and intensive reading combination,key points extraction,intertext linking,scene restoration,and cross-border reading.After finishing the reading,I organized a reading sharing meeting,which took a variety of forms and provided a platform for students to show.In view of the biography of Su Dongpo,I conducted two exhibitions:one was to select the site for the memorial hall of Su Dongpo,and the other was the group plastic design of the memorial hall of Su Dongpo. |
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