The Study Of Teaching Strategies For Reading The Whole Book In High School

Due to the impact of fast food culture in the Internet era,superficial and fragmented reading is preferred.Students' reading ability is on decline.Therefore,it is vital for high school students to choose a whole book to read.Scholars and front-line language educators have conducted relevant researches,which have greatly promoted the progress of a whole book reading,but most of them are scattered summaries from practical experience.They are non-systematic and non-theoretical.Also,most are concentrated on the primary and junior middle school sections,and lack the research results of senior high school sections.Besides,some studies focus too much on strategy theory without specific practice.Therefore,many front-line teachers begin to make an attempt to the implementation of strategies and put forward the reasonable construction of curriculum content.Some recommends appropriate reading materials according to the age characteristics of students,or explore the way based on the cultivation of Discipline Core Literacy.In this dissertation,the author combs the influence factors,the role of teachers,the strategies and the learning methods of a whole book.The teaching design should adhere to the principle of from shallow to deep,from easy to difficult,and take into account the natural differences of students,so as to protect the learning enthusiasm of high school students.Teachers should design problems in the process of presupposition,exchange ideas and discuss with students in the teaching practice.In terms of evaluation,students can adopt scientific and reasonable forms of self-evaluation and other-evaluation to help them self-test their reading level,find out the problems in their reading process,and form correct self-recognition and reading expectations,so as to further stimulate their reading enthusiasm.The reading experience and the method used in reading,the ideological content and artistic characteristics of the novel,as well as the method of reading academic works are all covered in the Chinese curriculum standard.The curriculum standard can be specific to a certain work and the reading goal of the work,which requires teachers to make appropriate adjustments in the teaching practice.In terms of evaluation methods,students can adopt scientific and reasonable self-evaluation and other-evaluation to help them self-test their reading level.It can also help them to find out the problems in the reading process and form correct self-recognition and reading find out the problems in the reading process and form correct self-recognition and reading expectations,so as to further stimulate their reading expectations,so as to further stimulate their reading enthusiasm.During the evaluation,we should also take into account students' reading experience,life experience and appreciation ability.Differential evaluation on the problem should be allowed to enhance the appreciation of the text.And process evaluation and terminal evaluation should be combined to ensure the smooth carryout of the whole book reading.The whole book reading is one of the measures to innovate the teaching of Chinese reading in senior high schools,and also it is one of the exploratory work of Chinese teaching in senior high schools in the new era.While reading the whole book,students can actively learn about various excellent cultures,which is good for them to form sound personality and cultivate their temperament.It is also in line with the goal of secondary education,and more suitable for the inheritance and development of the Chinese traditional culture and the culture of the times.