Learning Strategies For Reading The Whole Book Under The Learning Task Group

There are 18 task groups in the Chinese Curriculum Standard of General Senior High School(2017 Edition),among which"the whole book reading and discussion"is the first,and the of compulsory,selective and elective courses is carried out in three stages^[1][P11].It can be seen that the whole book reading and discussion occupies an important position in the high school Chinese curriculum.After the release of the new Chinese curriculum standard in senior high school,the whole book reading and discussion has become a research hotspot.Most of the studies focus on the exploration of"the whole book reading implementation"and"the whole book reading teaching",but the research on how to read the whole book and what strategies to use for the whole book reading is relatively lacking.In fact,it is not only the embodiment of reading ability,but also the effective improvement of reading efficiency,the enhancement of successful experience and the improvement of reading interest.Therefore,choosing the whole book reading learning strategy,especially the whole book reading learning strategy under the inquiry learning task group,is not only the demand of the teaching implementation of the"whole book reading and discussion"learning task group,but also the need to cultivate the Chinese core literacy of high school students.The structure of this paper is divided into five parts:The introduction clarifies the source of the research topic,clarifies the research purpose and significance,and summarizes the research status of"the whole book reading","the whole book reading learning strategy"and"the whole book reading learning strategy"under the learning task group.The first chapter defines the concept of"whole book reading learning strategy"and"learning task group",and analyzes the characteristics of"whole book reading".At the same time,it clarifies that"whole book reading learning strategy"mainly includes the methods and skills of the whole book reading content processing,the whole book reading regulation,the whole book reading resource management and so on.The second chapter investigates the current situation of reading learning strategies from the perspective of students and teachers.Through the analysis of data results,it is found that students are not proficient in the methods and skills of the whole book reading content processing,lack of control of the whole book reading process,and are not good at using the whole book reading resources.The third chapter,according to the problems found in the investigation,combined with the requirements of Chinese core literacy training and the learning strategy theory of educational psychology,aiming at the characteristics of the whole book reading learning,puts forward the whole book reading learning strategy:strengthen the use of the whole book reading content processing methods and skills,pay attention to the whole book reading process regulation,learn to use the whole book reading resources.Corresponding to the students'reading learning strategies,teachers'teaching should be strengthened:the guiding ability of the whole book reading learning strategies,the improvement of the guiding consciousness of guiding the whole book reading learning strategies,and the guidance of the students'reading strategies for the whole book.In the conclusion,the innovation of this paper is to explore the shortcomings of the whole book reading learning strategy pointing to the students'self:due to the lack of practical experience,the theoretical theory is not solid enough,and the discussion of the whole book reading learning strategy is not enough.