The Teaching Goal Design And Practice Research Of The Whole Book Reading In High School

In recent years,with the advancement of the high school Chinese curriculum reform,the whole book reading has become an indispensable learning form for Chinese course in high school,how to better read the whole book,and the teaching objectives design has become a key issue.This thesis discusses the whole book reading from different aspects,such as the concept,value,principles of teaching principles design,existing problems,attributions and practical strategies.Except for the introduction and conclusion,this article is divided into four parts:The first part is about the concept,value and theoretical basis of the whole book reading.Through analyzing the development of the whole book reading,it defines the concept of it.The value of the whole book reading is mainly reflected in expanding the reading horizon,constructing the whole book reading method;improving reading appreciation ability,cultivating good reading habits;forming a correct world outlook,outlook on life and values.Based on the requirement of the Bloom's taxonomy of educational objectives,Vygotsky's social constructivism theory and the relevant content of the Standards for Chinese Curriculum in Ordinary High Schools.The second part is about the principle of teaching objectives plan of the whole book reading in high school.Based on the Bloom's taxonomy of educational objectives,the feasibility principle is proposed: knowledge level,expand reading horizon,pay attention to reading process;understanding level,based on reading experience,understand and transform experience;application level,review acquisition experience,direct application;analysis level,analysis acquisition experience,deep application;comprehensive level,independent synthesis experience,reorganization of reading methods;evaluation level,follow the whole book reading principles,multiple evaluation.The third part is about the problems and attributions of the teaching objectives design of the whole book in high school.The main problems are: Ignore the vision and process of students' reading;do not summarize reading experience and form a system;the reading experience is incoherent,the design is too patterned;neglect to analyze existing experience,not pay attention to students' construction consciousness;teachers lack the consciousness to construct the whole book reading method;content,methods and subject simplification.The reasons for problems : at the knowledge level,the students' reading vision and process are neglected in the design of teaching objectives;at the level of understanding,the reading experience is not summarized in the design of teaching objectives,and no system is formed;lack of understanding and understanding of student status;at the analysis level,the analysis of reading experience is neglected when designing teaching objectives,and students are not guided to form a reading cognitive structure;at the comprehensive level,Improve literacy and teaching level,and construct a reading method for the whole book;at the evaluation level,the evaluation content,method and subject simplification in the design of teaching objectives.The fourth part,according to the teaching design principles,problems and reasons of the whole book reading,this paper puts forward specific suggestions: knowledge level-focus on expanding students' reading horizons,pay attention to reading;understanding level-associated fragmented reading experience,understanding works significance;application level-focus on individual differences,cultivate students' ability to apply independently;analysis level-use scaffolding to help students analyze experience and form reading cognitive structure;comprehensive level-strive to improve students' reading literacy,construct the whole book reading method;evaluation level-focus on the diversity of evaluation dimensions,subjects and methods.