A Study On The Reading Teaching Of The Whole Book In The Middle And Upper Grades Of Elementary School From The Perspective Of Collaborative Learning

In recent years,the state attaches more and more importance to the construction of a lifelong learning society.The realization of lifelong learning is inseparable from the attention and development of personal reading literacy.The reading of the whole book,which reflects the essence of Chinese curriculum and teaching,plays an increasingly important role in cultivating students' reading quality.Reading is closely connected with understanding,thinking and communication.Based on collaborative learning,it aims to help students to read the whole book in a synergistic way and cultivate their ability to read the whole book.Therefore,it is of greatly practical significance to choose the perspective of collaborative learning to study reading teaching of the whole book of medium and high grades in primary schools,to explore the problems in current teaching and to propose corresponding improvement strategies.Using the case analysis,classroom observation,interview and survey methods,the paper analyses the 30 reading teaching cases of whole book and 3 classroom observation records,then make a summary about the problems in reading tasks,reading communication,teaching organization and evaluation feedback of the reading teaching of the whole book of medium and high grades in primary schools.Besides,with the help of interviewing 8 teachers who taught the reading teaching of the whole book,the research analyzes the reasons behind the problems.Through the analysis,it is found that there are some problems in the reading teaching of whole book of medium and high grades in primary school,such as superficial reading tasks,superficial reading communication,improper teaching organization and unreasonable evaluation feedback.Based on collaborative learning,the suggestions are as following.In the aspect of improving the reading tasks,the author puts forward strategies.Firstly,according to the teaching goal,the task direction should be clear;Secondly,integrate shallow tasks and increase the difficulty of tasks;Thirdly,enrich task types with reading activities.In terms of the promotion of reading communication,it puts forward the idea of "establishing groups reasonably and organizing students to listen to each other;Focusing on interaction and guiding students to gather and share;Building brackets to promote students' in-depth communication.In the aspect of teaching organization optimization,the author gives three pieces of advice.That is," lead in with stimulating interest and pay attention to the independent generation ofstudents;Study cooperatively and promote students to think with questions;Teachers and students read together to encourage students to explore the strategies critically.In the aspect of the construction of evaluation feedback,the author puts forward the idea of “paying attention to the development of students and clarifying the evaluation content;Getting rid of formalization and transforming evaluation methods;Basing on feedback improvement and evaluating with multi body participation.”...