Research On Gradient Design In Reading Guide Of High School Chinese Whole Book

Reading the whole book is a hot topic in the language education circle today.However,in the current teaching process of reading the entire book of Chinese in high schools,the teaching of reading the entire book often cannot be implemented.The main problem is that teachers have not ensured that students can read the entire book completely,and stimulate students' interest in reading.Teachers' instructional design cannot allow high school students to study their works in depth,and it is often just a shallow reading of students and a teacher's dissection.Teachers do not think about and grasp the teaching content based on the students' positions,and students lack a deep reading experience.Therefore,the teaching practice of reading the entire book also requires correct reading instruction methods.To overcome the above problems,we also need to start from the students' psychological characteristics,cognitive laws,and the characteristics of Chinese courses.This article aims at the teaching problems that appear in the reading of the entire high school Chinese book,and attempts to use the gradient reading design concept to layer the design of the whole book reading teaching process according to the gradient.The article is divided into the following parts:In the introduction,through the existing research and teaching examples,a literature review of the relevant research on gradient reading and reading of the whole book is made respectively,and the guiding significance of the teaching design of gradient reading to the reading teaching of the whole book of high school Chinese is analyzed.The first chapter takes Guangdong Zhongyuan Middle School high school students as the object of investigation,and investigates and analyzes the current status and existing problems of the reading teaching of the entire high school book from the perspective of students 'reading status and teachers' teaching status,making gradient reading teaching design more suitable Reason and pertinence.The second chapter elaborates the theoretical basis of the gradient design of the whole book reading,explains the design principles of gradient reading teaching,and analyzes the guiding significance of gradient reading to the reading of the entire high school Chinese book from practical cases.The third chapter is based on the above teaching status and gradient reading design theory,taking "Border Town" as an example to carry out the teaching attempt on gradientreading of the whole book,and gradient design is carried out from the teaching objectives,teaching process and teaching evaluation.Among them,in the teaching process,let students go through the three reading stages of going in,going deep and going out,and creating step-bystep problems in the teaching links of different gradients,to explore the effective methods of gradient reading design throughout the book.This article makes a relatively complete instructional design of the gradient reading of the whole book of "Border Town",and provides detailed basis for each link of the teaching process of teachers and students,which has a certain reference significance for guiding the reading teaching of the whole book of high school Chinese.