Research On Reading Teaching Of Science Books In Junior High School

It is clearly demanded and required that middle school students should "read the whole book" in the 2011 edition of the Chinese Curriculum Standards.And the requirement has been implemented in the standard textbook course design."Whole book reading" has become one of the hot topics in current course reform research and practices.However,due to many factors such as student's reading habits,the characteristics of the whole book reading and heavy teaching tasks of teachers and so on,it is difficult to carry out the "Whole book reading" in junior middle school's Chinese teaching.How to carry out the "Whole book reading" teaching and learning is a question that worth discussing and studying.This paper attempts to explore and find the effective ways to implement "whole book reading" in junior middle school teaching and learning,exampled by case teaching of Silent Spring.The paper is organized as follows.Introduction includes the research origins,literature review,research methodologies and process,the aim and purposes of the research and theoretical basis.Chapter 1 introduces the "Whole book reading" teaching design of science books,mainly including the rationale of using the book as the reading bibliography,the determination of the reading teaching objectives,the planning of the reading course and the design of the learning program.Chapter 2 introduces the various teaching strategies and toolbox used in the three phases of the teaching experiment.Phase 1 is the "Whole book reading" tutorials.Firstly,the student was encouraged to guess the content by reading the book index,this was set to incentive the interest of students.Secondly,the student was guided to read the contents by jumping chapters,this was set to help the students to sort the author's writing ideas out.Thirdly,teach two reading techniques to the student to guide them to read the highlight parts of the book.The techniques are read by noting and commenting as well as understanding the backgrounds mentioned when read.Lastly,provide reading planning and advises to the students.Phase 2 is the ideas exchanges on reading the book.The students were split into groups and assigned tasks by reading tasks card,they are required to read and work collaboratively.First a presentations meeting on the book,then a debate meeting on the attitudes of the author to further explore the book's topic.Last the author use the exhibits of the students' reading notes to help to student to feel the personality charm of Rachel Carson and acquire some implications of life.Phase 3 is the "Whole book reading" special subject exploration.The focus is on the comparative reading of similar books.Mainly the comparison of the book "Silent Spring" and "Souvenirs Entomologiques".Encourage students to compare the similarity and difference on the authors' attitude towards insect and writing techniques and so on in different perspectives to cultivate their critical thinking.Chapter 3 summarize the results of the teaching practices and the lessons learnt.