The Whole Book Reading Teaching Research Based On The Students' Development Of Chinese Core Literacy

"Reading the whole book" has a certain theoretical basis in the Chinese educational circle and is of great significance to the reform of Chinese education and teaching.The concept of "core literacy" has become the focus of the education sector,and will be the core of China's basic education reform in the coming decades.In this context,focusing on the subject of Chinese and thinking on the "core quality of Chinese" as the theoretical basis to achieve the whole book reading teaching is worth in-depth study.The first part is theoretical research.Firstly,two core concepts of "whole book reading" and "Chinese core accomplishment" are clarified.Reading the whole book is a reading process of teacher-student dialogue,student-student dialogue,teacher-student dialogue and text dialogue centering on the whole classic.It is an effective way to integrate the curriculum of Chinese subject,organically integrate the teaching contents of Chinese subject,and further promote the reform of Chinese curriculum.Secondly,the problem of research is clarified,that is,how to carry out the whole book reading teaching in junior middle school,so as to make it an effective way to cultivate students' Chinese core quality.To philosophical system theory,the psychological cognitive theory and constructivism,the related education teaching theory as the basis,by comparing "book reading" and the traditional "single short reading",explore the "book reading" to cultivate "Chinese core literacy" and necessity of the implementation of the teaching value,clear "book reading" in the "construction and the use of language" in Chinese core literacy in "thinking development and ascension" "aesthetic appreciation and creation" cultural heritage and understand the four aspects of the relationship.The second part is empirical research.Design the questionnaire of "reading the whole book" to understand the current situation of students' reading the whole book.In terms of students' reading process,they have less reading time,single reading choice,unscientific reading method,and lack of planning and overall planning.In terms of students' reading results,the amount of reading is small,the reading effect is not good,the reading benefit is not big,the lack of reflection and research reading.Interview with representative first-line Chinese teachers to understand the current situation of teachers' whole book reading teaching.As far as teaching design is concerned,the text selection is single,lacks the situation creation,lacks the stylistic consciousness,lacks the integration to the teaching;As far as teaching implementation is concerned,the teaching method is simple and lacks the guidance of reading strategies.As far as teaching results are concerned,students' reading field is narrowed and their interest in reading is not high.The third part is strategy research.Combined with the requirements of the new curriculum standard under the background of core literacy,the current situation of students' reading of the whole book,and the current situation of teachers' reading teaching of the whole book,this paper explores the practical strategies based on the real case of the whole book reading teaching of journey to the west,which is recommended by the seventh grade classics.In terms of teaching design,make clear the course positioning and teaching objectives,and arrange the class hours reasonably;According to the stylistic characteristics,the teaching contents of journey to the west are effectively integrated,including the combing of the story,the analysis of the characters,and the exploration of the theme,etc.,so as to create a real reading context and take the reading task as the driving force.In the process of teaching implementation,we should carry out reading dialogues between teachers and students,students,teachers and students and texts,and pay attention to classroom generation.Motivate students to read actively and keep a high interest in the whole book.In terms of teaching evaluation,students' effects after reading and teachers' thinking after teaching are tracked and investigated to further optimize the ways of evaluation and detection of reading effects,and establish a timely feedback,multiple evaluation and interactive teaching evaluation system to promote students' reading in the next stage.