Research On The Teaching Design Of The Whole Book Reading Based On The ADDIE Model

With the deepening of education reform,the whole book reading returns to the Chinese education classroom and becomes the popular topic of Chinese teaching.The research on the theory and practice of the whole book reading is also increasingly rich.In the autumn semester of 2019,the "Bubianben"(the textbooks compiled by the Ministry of Education of China)put into use,and the whole book reading was officially presented to the public in the form of textbooks.As the first reading task of the whole book,From the Soil —The Foundations of Chinese Society is academic and rich in content,which brings new challenges to the teaching design of front-line Chinese teachers.In order to better understand the current teaching status,this study surveyed 226 senior high school students on the situation of From the Soil—The Foundations of Chinese Society by questionnaire survey.According to ADDIE theory,this study involves a complete teaching process,mainly including The cognition,attitude,learning situation during and after class,task completion,assessment and evaluation,teaching satisfaction,and confusion and demand for From the Soil—The Foundations of Chinese Society in this book are generally insufficient in two aspects:First,the teaching interest in reading for students The stimulation effect is slightly lower.Second,students have some difficulties in understanding the main thoughts and feelings of the context,and need the help and guidance of the teacher.Secondly,in-depth interviews were conducted with two senior Chinese teachers.By discussing with the front-line teachers about the instructional design of the task group "Reading the Whole Book",the problems of stimulating students'reading interest,the design of learning tasks and activities,and the methods of assessment and evaluation in the reading instruction course were analyzed.Combined with the effects of in-class observation and the results of questionnaire analysis,under the framework of the ADDIE instructional design model,the whole book reading instructional design middle school situation and demand analysis,instructional design and development,implementation,and evaluation are analyzed.These include the presentation of teaching content,the penetration and guidance of reading methods,and new changes in assessment methods.Finally,according to the actual situation reflected by students and teachers,based on the ADDIE teaching design model,combined with the research conclusions of other scholars,put forward suggestions for improving the teaching design of the whole book reading.In the design of teaching goals,the design must meet the core literacy concepts and requirements,and insist on ethics;in teaching strategies,grasping and maintaining interest points is the key,reading and thinking,research and discussion are equally important;in evaluation and feedback,Innovate the evaluation concept,focus on formative evaluation,and introduce performance evaluation.Based on questionnaire surveys and interviews with teachers,this thesis expects to put forward some suggestions for improvement and improvement of the whole book reading instructional design based on the teaching practice,fill in instructional design and details,improve the process of instructional design,and improve the whole book reading.The systematic and scientific design of task group teaching design promotes the improvement of teachers 'teaching and the improvement of students' reading ability and promotes the development of the whole book reading research.