The Application Research Of "writing To Promote Reading" In The Task Group Teaching Of "whole Book Reading And Discussion"

Since the publication of the Chinese Curriculum Standards for Ordinary Senior High Schools(2017 Edition),the whole book reading has become the focus of academic attention and research.The new curriculum standard organizes the learning content in the form of learning task group,and arranges "the whole book reading and discussion" as the first learning task group,and runs through three stages of compulsory,selective compulsory and elective courses.At present,schools in many areas are in a transitional period from the advocating and exploring stage of reading teaching of the whole book to the real integration of"whole book reading and discussion" task group into classroom teaching.Based on the investigation results of the current situation of reading teaching of the whole book in the case school,this study analyzes the problems and causes of reading teaching of the whole book and proposes countermeasures,so as to effectively improve the existing problems and provide effective strategies for the implementation of the task group of "whole book reading and discussion".Taking X high school in Enshi Tujia and Miao Autonomous Prefecture of Hubei Province as a case school,firstly,the author used questionnaire survey to understand students' reading interest,reading content,reading habits and ways,reading choice,reading process and effect,reading environment and hardware facilities.Then the observation method is used to observe and record the classroom teaching from four aspects:teaching links,teaching methods,teaching process and effect evaluation,so as to understand the reading attitude,reading content,reading guidance and reading habits.After that,the text analysis method is used to grasp students'reading interest,reading level,aesthetic level,language organization ability and psychological state from such dimensions as style:topic selection,conception,structure,material and language.Finally,the interview method is used to understand and grasp the teaching situation of the whole book reading,difficulties encountered by front-line teachers in reading teaching of the whole book and the help and support they expect through the teachers" own reading habits,the understanding and views of the task group of "whole book reading and discussion”,the implementation of reading teaching of the whole book,and the difficulties encountered.According to the above survey,it is found that students have a positive reading value in reading attitude,have a strong interest in reading,and actively read repeatedly,with a strong sense of subjective achievement.In terms of reading content,single articles are the main part and the whole books are underread;leisure novels are the main part and social science books are underread.Lack of reading plans in reading habits,mainly for recreational purposes,not strong in research reading.Students are stumped on reading conditions and lack procedural guidance.According to the analysis,the current reading teaching of the whole book has some problems,such as the lack of students' dominant position,the confusion of teaching mode,and the utilitarian teaching goal,etc.The reasons are as follows:the positioning of teaching elements is solidified;research awareness is weakened;reading thinking is flattened.On this basis,the study is guided by constructivism theory,learning transfer theory,and“learning from doing" theory,and proposes coping strategies for applying "writing for reading" to the task group teaching of "whole book reading and discussion".Guided by the principles of student subjectivity,integrity,shallow-to-deep,timeliness,and flexibility,using multiple forms of writing tasks,such as sketch,circle,excerpt,making notes,constructing mind maps,checklists,question-reading,micro-writing facilitation,combing of reading methods and strategies,critical discussion of reading topics,commentary,and research projects,into different reading stages,such as first reading,research,seminars,and activities to achieve "write" to promote equal reading and "write" to promote three-dimensional reading,and "write" to promote deep reading.Based on the theoretical research of the entry point,application path and application principles of "writing for reading",the author designed a specific application process of "writing for reading" strategy based on the novel"Ordinary World" and tried to apply the theory to practice,to provide reference for front-line teachers.