A Case Study Of The Entire Book Reading Teaching In The Third Section Of Elementary School Chinese

Chinese Course Standard of Compulsory Education(2001 Edition)puts forward that in the compulsory education stage,"we should pay attention to cultivating students' extensive reading interest,extending their reading scale,increasing reading quantity and improving reading taste.It is recommended to do less problem-solving,read more,read good books and read "the whole book.”In the course objectives and contents,it is also required that "the quantity of extracurricular reading in Grade 9 should reach 4 million words".The teaching attempt of the whole book reading teaching in primary schools has been launched throughout China.Based on the discussing of the necessity of the whole book teaching in the third learning stage,this study investigates the current situation of reading teaching in the third learning stage of the case school located in the county town of Shandong Province.Combined with the reading thoughts expressed by Mortimer J.Adler in How to read a book,the targeted teaching strategies will be raised.And the teaching case design which takes Grass House as an example in the paper will provide reference for the whole book reading teaching:in the third learning stage.First of all,the study explains the whole book reading teaching in the third learning stage and its value by searching the existing literature.Secondly,the study chooses G primary school as the case study object,using interview,observation and other research methods to understand the case school's effectiveness and problems on the whole book reading teaching in the third learning stage.The study conducts investigation and analysis from the teaching objectives,teaching process,teaching methods and teaching evaluation.It is found that in the whole book reading teaching in the third learning stage of the case school,the dimensions set by the teachers' teaching objectives are clear,and the importance of guided reading has been attached.Various teaching methods are adopted in the teaching process,and the students are very interested in reading.However,because of the initial stage of the whole book reading teaching in case school being at,the insufficient corresponding theoretical guidance and teaching reference and the teachers' limited literary quality and teaching ability,there are some problems existing as follows:For the teachers,they have no clear understanding of the whole book reading teaching,and they do not know what and how to guide reading in the actual teaching,either.For the students,their reading may tend to be utilitarian,their reading methods are not systematic and their extracurricular reading completeness is low.Based on the analysis of the regulations of the whole book reading teaching,the teachers' accomplishment in the third learning stage of the case school,the existing relevant teaching guidance theories and lessons,as well as the evaluation system,teaching and research support,family support and other influencing factors,and combining with the idea of cultivating the active readers through the active raising and answering of four basic questions put forward by Mortimer J.Adler,this paper gives the strategy solving the whole book reading teaching in the third learning stage in rural areas—the strategy of "four-step teaching":In the first step,with the aim to define the theme of a book,students skim and discover the theme of a book after class;In the second step,with the goal of establishing the framework of the whole book,teachers can flexibly arrange the time and form of the report according to the teaching schedule by combining the reading after class with the report in class;In the third step,with the goal of understanding and evaluating the whole book's viewpoint,theme or content,teachers organize students to enter the text for many times in various ways,to deeply understand the text,and to clarify the logical structure of the book's content;In the fourth step,in order to establish a connection between reading and life,by students' reading after class and teachers' guidance in class,students will establish a connection between the contents of the book and themselves and the world in the process of discovering contradictions in the book,and think about it in reading.The four teaching steps of "four-step teaching" progress step by step.It divides the big teaching goals such as the reading methods and the reading habits into several small goals and integrates them into each teaching step.Teachers carry out teaching around a theme,and divide the big teaching goals into several small goals according to the teaching conditions.Teachers can flexibly arrange class hours and teaching organization.At the same time,the continuous and themed off-class tasks and the guidance on class should be closely linked,which can help students form the habit of continuous reading.Furthermore,in order to solve the problem of single evaluation subject and method,the interaction between teachers and students,students and students,and students and parents should be increased.