High School Whole Book Reading Theory And Practice Research

The entire-book reading has become a hot-spot issue in recent years.In the New Curriculum Standard of 2017,it appeared in the vision of the Chinese language as the head of fifteen task groups,improving the poor teaching status of single-essay writing and reading excessively.The entire-book reading,because of its intrinsic integrity,text length and depth,can promote students to read meditatively and cultivate good reading habits.Also,it enables students to promote their understanding as well as the development of thinking in a complete cultural field.Therefore,it becomes a prominent teaching method.At the same time,different from the single-essay teaching method,it has become an integrated teaching material that integrates listening,speaking,reading and writing as a whole,which has boosted the reform of the Chinese language curriculum.Proceeding from practice and serving the theoretical research of entire-book reading,this article aims to trace the development source of entire-book reading,gain inspiration and advance the process of entire-book reading.This article is divided into four parts as follows.The first part is about the survey report of entire-book reading practice.From the perspective of high school Chinese language teachers and high school students in Jiangsu Province,detailed surveys was conducted on the situations of current entire-book reading teaching and student reading.They analyze the current students' interest in reading,reading habits,reading methods,reading ideas and other status quo.By understanding the current situations of entire-book reading teaching and its promotion as well as digging through the plight of current entire-book reading advancement,they serve as a practical basis to promote the development of entire-book reading.The second part is to study the origin and development tendency of the entire-book reading.This section aims to trace the development of the entire-book reading,and explore the development of the entire-book reading in the ancient Chinese education period,the modern Chinese language education period,the new China period,the reform and opening up period,the new century and other stages.Also,it aims at exploring the development tendency,names transformations,teaching researches,teaching practice and textbooks compiling of entire-book reading in the different stages,in order to probe into the essence of the entire-book reading.The third part is about the study of values and contents of the entire-book reading.This section focuses on delving into the values of entire-book reading on students in learning,changing the current teaching situation,improving the structure of the curriculum and promoting the reform of the Chinese curriculum.Meanwhile,it digs out prerequisites and conditions of the realization of entire-book reading,probes into its subject orientation,investigates the reading content of the entire-book and the construction of the entire book reading system.On account of the theoretical basis for the readability of the entire-book from the perspectives of student learning,book values,and the characteristics of Chinese subjects.The fourth part is the practical research on the basis of the entire-book reading theories as well as analyzes the elements of entire-book reading,based on exploring the key factors in the entire-book reading promotion from multiple aspects.this section investigates the paths of implementing activities about entire-book reading and constructs a reasonable evaluation system.Adopting the way of combining process evaluation with result evaluation,it make a rational reflection on the current status of the entire-book reading.At present,the entire-book reading needs to be further studied and promoted in diverse aspects,and it is necessary to form a joint force among language teachers,students and the social environment to improve the reading status in the basic education stage as well as promote the reading process of the entire-book reading in senior high schools.