A Study On The Current Situation And Countermeasure Of Reading The Whole Book For High-Level Primary School Students

With the rapid development of information technology in the 21 st century,in order to better meet the needs of future talent development-life-long learning.Scholars pay more and more attention to the acquisition and screening of information,which can not be separated from reading.In recent years,the whole book reading teaching problem has become particularly topical in Chinese education research and discussion.At present,the research on the whole book reading teaching in our country has made some achievements in the high school stage but it is relatively weak in the primary school stage.Some teachers regard the whole book reading as extracurricular reading,and lack a deep understanding of the whole book reading teaching.So,the whole book reading teaching is only a mere formality.Therefore,the author mainly takes the present situation of the whole book reading teaching of the students in the high stage of primary school as the starting point,carries on the in-depth analysis and puts forward the solution strategy and provides the certain reference for promoting the development of the whole book reading teaching in the primary school stage.This research mainly through the questionnaire survey method,the observation method and the interview method carries on the inquiry to the primary school high stage student entire book reading teaching.By collecting and sorting the literature,using the questionnaire to measure the reading ability of primary school students in the 11 th Five-Year Plan and measuring the development of the reading ability of 334high-level primary school students in different levels of reading teaching practice of the whole book in three schools in S district of Chongqing to analyze and process the data.The present situation and problems of reading the whole book for the high-level students of primary school in S district of Chongqing are summarized.Combined with the interview of 6 teachers and the classroom observation of 22 classes,the causes of the problems are analyzed and the solution strategies are put forward.Based on the research,the following conclusions are drawn: there is no significant difference in the reading ability of the three primary schools.It is good onthe overall development of the whole book reading teaching in Chongqing S District.In reading study,reading evaluation scores are higher but students in reading comprehension reading habits,reading interest and reading reference scores are lower.The primary school teacher in the whole book reading teaching instruction most teachers will arrange the whole book reading teaching class,recommends the student entire book reading bibliography and carries on the certain instruction to the student entire book reading effect.But there are also some teachers only according to the text recommended the whole book reading bibliography,not in-depth study of the whole book and fully take into account the interests of students and other phenomena.In view of the above problems,combined with classroom observation and teacher interview,the author analyzes the reasons from various angles and puts forward corresponding strategies.The main ones are: strengthen teachers’ guidance,improve reading quality,pay attention to deep reading and promote reading transfer;students perfect self-reading,experience the fun of reading,strengthen reading habits and learn the whole book in depth;school implement effective home-school cooperation,create a good reading atmosphere and strengthen reading effect,etc.