An Analysis Of Teaching Strategies For Whole Book Reading In High Schools

The teaching of reading the whole book is a situational,project-based and mixed teaching method,which can expand students' scope of knowledge,exercise their key abilities,guide them to rationally evaluate social phenomena and problems,and cultivate healthy and progressive values.At the same time,it can also force teachers to change their teaching ideas and try new teaching methods,so as to improve their professional ability.However,due to the length of the text of the whole book,the difficulty of expression skills,the height of the layout,often bring a lot of difficulties to the teacher's work.The introduction elaborates the research origin,research status and review,research methods and the theoretical basis of the whole book reading teaching.The first chapter has made the connotation explanation to the whole book reading teaching related concept,and studied its implementation request.The second chapter starts with the cognition of teachers and students,reading types,process guidance,teaching content and methods,evaluation and feedback to understand the implementation of the whole book reading teaching.It is found that the content of the whole book reading teaching in senior high school is fragmented.Process guidance generalization;Old teaching methods;Evaluation and feedback is not reasonable,and do reason analysis.The third chapter puts forward some optimization strategies,such as strengthening process guidance,integrating reading teaching content,innovating teaching methods and optimizing evaluation system.The fourth chapter explores the four-stage teaching path of reading guidance,promotion,exploration and evaluation of the whole book of "Home".Such as to make a plan;Select a bibliography;Stimulate interest;Reading guidance to guide reading,to solve the teaching lack of overall planning,narrow content,guidance generalization and other problems;To solve the problem of teachers' lack of task-driven and process supervision consciousness,it is proposed to compile task lists and check regularly to promote reading.It is proposed to pay attention to reading questions,explore teaching values,innovate teaching forms and enrich class types to promote inquiry reading,so as to solve the problems of teachers' reading instead of lecturing,deviation of teaching value orientation and single teaching form.Propose initial evaluation,process evaluation and formative evaluation to feedback the reading situation,and solve the problems of lack of process guidance and unreasonable evaluation and feedback.