Investigation And Analysis Of The Current Situation Of Reading The Whole Book Teaching In The First High School Of Ji Lin

Reading and discussion of-the whole book is one of the learning task groups proposed in the new high school Chinese curriculum standard(2017 Edition),which aims to guide students to expand their reading horizons and form correct world outlook,outlook on l ife and values.Nowadays,Chinese teaching requires the unity of instrumentality and humanity.Teachers should not only pay attention to the teaching of knowledge,but also carry out moral education for students.The whole book reading task group well realizes the unity of instrumentality and humanity.However,the implementation of the whole book reading is in the initial stage,there are still a series of problems,such as the process of implementation is too formalized,the lack of teaching methods,the unreasonable distribution of time,the selection of reading books and so on.In the course of my investigation,I found that for Jilin No.1 middle school,the whole book research is still in the exploratory stage,and the current research literature is not many,so that the whole book reading research is not systematic and in-depth,and no systematic summary has been made.Therefore,the implementation of the whole book reading should be put on the agenda as soon as possible,and the teaching mode of the whole book reading should be improved as soon as possible.On the basis of the existing research results of the whole book reading,combined with the relevant subject teaching knowledge and the practice experience in Jilin No.1 Middle School(hereinafter referred to as "Jilin No.1 Middle School”),this paper analyzes and discusses how the senior high school Chinese teachers read the whole book from both theoretical and practical aspects.The full text is divided into five chapters,as follows:The first chapter:the introduction part,mainly including the quest ion,the purpose and significance of the research,the domestic research status review,research ideas and methods and the main concept definition.The second chapter:mainly from the relationship between the whole book reading teaching and the single reading teaching,the significance of the whole book reading in senior high school,and the methods of the whole book reading teaching in senior high school,respectively,expounds the value significance and methods of the whole book reading teaching in Senior High School.The third chapter mainly analyzes the current implementation of the whole book reading in Jilin No.1 middle school.First of all,this paper introduces the current situation of teachers’teaching and students’learning from two aspects of teachers and students,and then explains the way of reading the whole Chinese book in Jilin No.1 middle school in detail.Chapter four:the focus of this paper.It mainly shows the achievements of Jilin No.1 Middle School in the development of thinking,the improvement of aesthetic appreciation and the improvement of teachers’ professional quality in the implementation of the whole book reading teaching,and then puts forward and analyzes the existing problems and reasons from two aspects of theoretical cognition and practical exploration.Chapter five:from the three aspects of the whole book reading bibliography selection,comprehensive use of various reading strategies and classroom communication and guidance,it puts forward suggestions for the whole book reading guidance.In the teaching activities,it puts forward three activity suggestions,namely,the exchange and Discussion on the holiday network,the book recommendation day and the exhibition and evaluation of reading notes.In short,I hope that through the research of this topic,we can deepen the understanding of the whole book reading of senior high school Chinese teachers,improve the students’ reading appreciation ability,form the correct world outlook,outlook on life and values,and further improve and perfect the whole book reading learning task group.