Research On The Teaching Value And Path Of The Whole Book Reading In High School From The Perspective Of Interactive Determinism

In recent years,the “reading of the whole book”is becoming a focus of attention in Chinese language education in high schools in China.In the year of 2017,the “Standard for Ordinary High School Chinese Curriculum”was promulgated by the Ministry of Education,which was identified “reading and discussion of the entire book” as one task from 18 Chinese language learning.One of them,interspersed with other task groups at the same time,marking the entire book reading which has incorporated into the high school language curriculum system.This study is based on the theory of interactive decision-making which it mainly analyzes the teaching value and teaching path of the entire book reading,and which tries to help the development of the whole book reading and discussion of in the current high school Chinese language.In addition to the introduction and conclusion,this article thesis is divided into four parts:Chapter 1First,the theoretical basis of this study.First,this study used Bandura’s interactive determinism as the theoretical basis.This theory provides an excellent research perspective and theoretical framework for the entire book reading teaching.Secondly,this study takes "Ordinary High School Curriculum Standards" as a practical basis.Based on the learning objectives,content,and teaching hints of the entire book given in the "Standard",this issue is thoroughly studied and discussed.The second chapter studies the teaching value of the entire book reading under the visual threshold of interactive determinism.This study mainly explores the teaching value of the whole book reading from the three levels of personal cognition,behavior and environment.The entire book reading teaching has obvious values in the following aspects: explicit stimulation of reading expectations;flexible and efficient strategy generation;diversification of topic exploration;improvement of self-efficacy;efficient use of reading skills;excellent culture The understanding of the inheritance;the entire book to read the physical environment adjustment and complete;the entire book to read the spiritual environment of the refinement and optimization.The third chapter analyzes the actuality and reasons of the teaching of the entire book in high school.In this study,questionnaires and in-depth interviews were conducted to investigate the status quo in three senior high schools in Liaoning Province.The existing strengths and weaknesses were summed up,the causes of the current situation were analyzed,and a rationalization proposal was made.The fourth chapter studies the teaching path of the whole book reading under the visual threshold of interactive determinism.This chapter thoroughly explores the teaching practice path and strategy of the entire book reading,and gives targeted guidance to the current high school language book reading activity.This study mainly discusses the teaching path of the whole book reading from the following four levels:the main level: exploring the cognitive factors that keep students reading the entire book;the behavioral level: carrying out skills guidance and evaluation of the entire book reading;At the environmental level: creating a mixed-text reading teaching environment;overall level: realizing the dynamic interaction between the various elements of the entire book reading instruction.