Research On "whole Book" Reading Teaching In The Upper Primary School

The whole book reading is different from the textbook,the single reading in the examination,refers to the real,complete book reading."The whole book" reading has unparalleled advantages in cultivating students' reading habits,expanding students' reading horizons,promoting the development and promotion of thinking,and inheriting excellent culture.?Primary school is the golden age of reading,Reading the whole book is beneficial to the improvement of students' Chinese core accomplishment.This article focuses on primary school Section students From the analysis of Mei Court School In the fifth and sixth grade,we should explore the reasons why students don't read the whole book,and what preparation teachers,especially Chinese teachers,can do before the implementation of "whole book reading ".Combining with the current situation of class reading and carrying out the concrete practice of " whole book reading ",we hope to extract practical teaching suggestions of "whole book reading" with a view to giving Mei Court School Such schools offer some advice.There are four parts in this thesis :The first part is the introduction,the author from the research origin,research review,concept definition,as well as research scope and methods of these aspects are summarized.The second part is the theoretical basis and importance of reading the whole book.The implementation of the reading teaching of the whole book is based on theory and reality.The theory is based on "Chinese Curriculum Standards for Compulsory Education",Ye Shengtao's "whole book" reading theory,the wave of examination and evaluation reform,and the innovative reading column of unified compilation of Chinese textbooks.The above four points provide a solid theoretical basis for the reading of the whole book.The practical basis is that the improvement of students' comprehensive Chinese ability depends on the reading of the whole book,the tempering of students' reading will depends on the reading of the whole book,and the pursuit and improvement of students' reading need to read the whole book.The third part is the whole book reading status questionnaire survey and analysis,this article uses the questionnaire survey method,the interview method,the observation method,the comparison method carries on the investigation to the author's practice school elementary school high section entire book reading teaching present situation.Through the analysis of the survey results,find out where the problem lies,from the school,teachers,students three aspects of analysis of the causes.The school should ensure the integrity of the whole book reading teaching class,the school teachers should conduct the whole book reading teaching special training in order to Follow up Promote whole book reading.Teachers should constantly enrich themselves,learn new teaching ideas,combined with the actual situation of students,choose an effective whole book reading teaching method.Students themselves should actively cooperate with the teacher's teaching,at the same time learn to use the reading environment,as much time as possible to read the whole book.The fourth part is the teaching suggestion.According to the reasons analyzed in the third chapter,some exploratory suggestions are given from four aspects: schools,teachers,students and parents,and the reading strategies of the whole book.Schools should improve the teaching management system,teachers should improve the classroom teaching efficiency,and families should establish effective home-school interaction channels to achieve the role of supervision and assistance.At the same time,the reading teaching strategy of the whole book should be based on the textbook,and reading strategies should be learned from the textbook to deepen reading comprehension,so that children can form good reading habits and gradually self-study and progress in the whole book reading.