Research On The Current Situation Of Differentiated Instruction Of Whole Book Reading In Senior High School And Its Improvement Strategies

The "Whole Book Reading and Discussion" learning task group was incorporated into the curriculum content system according to the "Standards for Common Chinese Curriculum for Senior High Schools(2017 edition)",which means that the whole book reading teaching has become an important part of high school Chinese teaching.The reading of the whole book has important pedagogical values,such as promoting the development of students' cognition,thinking,aesthetics,and the cultivation of reading habits.In the process of reading the whole book,students will show significant individual differences in needs,interests,participation,methods and strategies.In recent years,the new curriculum reform has paid more and more attention to the individualized and diversified needs of students.With differentiated instruction,students' individual differences and different development needs can be met.Therefore,it has received increasing attention and is able to provide a new perspective for the research on whole book reading teaching.The teaching of the whole book reading under the idea of differentiated instruction means paying attention to the students' individual reading differences and demands,providing the most appropriate teaching contents,choosing flexible teaching methods and multiple evaluation methods,so as to help students build up personalized reading experience and achieve the full development of reading ability.This study was mainly elaborated from five aspects:The first part is introduction.It discusses the origin of research,literature review,the value and significance of research,research ideas and methods.The second part is the connotation and theoretical basis of the research.It defines the concept of "differentiated instruction of whole book reading" and analyzes the practical basis of teaching.By consulting the materials,multiple intelligences theory,mastering learning theory,constructivism learning theory and reception aesthetics are used as the theoretical support.On the basis of theory,it makes a targeted analysis of learners' differences,and then puts forward the goal positioning of differentiated instruction of whole book reading.The third part is the investigation and analysis of the current situation of differentiated instruction of whole book reading in high school.According to the results,the implementation of differentiated instruction of whole book reading is not optimistic.The main manifestations are: insufficient attention to the differences and needs of students;lack of teaching methods and skills;lack of guarantees for evaluation.The fourth part discusses the strategies for differentiated instruction of whole book reading from three aspects: teaching concept,teaching practice and teaching evaluation.It is proposed that the teaching concept should be student-centered with a focus on differentiated development outlook and interpretations and construction of personalized reading experiences from multiple dimensions.The teaching practice should be to conduct pre-test reading through multiple ways,use differentiated task lists,leverage flexible grouping to meet reading needs,select graphic organizers as scaffolding in teaching and broaden teaching activities through project-based reading.The teaching evaluation should be aiming to highlight the development of multiple skills,while the evaluation methods should be in a comprehensive manner.The fifth part is the case of differentiated instruction of whole book reading in high school.Taking "A Dream of Red Mansions" as an example,this paper introduces how to carry out the differentiated instruction of reading the whole book in practice.The purpose is to improve the practical applicability of the study provide corresponding ideas and certain reference for teachers.