Research On Teaching Strategies Of Whole Book Reading In High School Based On The Cultivation Of Autonomous Reading Ability

With the introduction of the whole book reading and discussion task group,it has become a vital part of high school Chinese reading teaching.The High School Chinese Curriculum Standards（2017 Edition）clearly mentions that the whole book reading should be based on students’ independent reading in and out of class.It requires teachers to develop students’ autonomous reading ability while teaching the whole book reading so that they can finish reading well.However,most of the teaching strategies currently proposed for whole book reading do not point to develop students’ autonomous reading ability.The effect of students’ independent reading after class is not good.Based on this,after analyzing the literature of whole book reading teaching,the author has made a questionnaire survey on whole book reading of high school students and a visit and discuss on the status of whole book reading teaching.And the author presents the instructional strategies,which can provide effective methods for our whole book reading teaching practice.After analyzing the results of students’ questionnaires and teachers’ interviews,we find that the initiative and enthusiasm of high school students to read the whole books independently are not high,and the abilities of reading the whole book independently need to be improved.The whole book reading teaching is prone to the problem of formalization.The question setting,task design and teaching guidance do not point to self-directed reading skills development.So,this paper clarifies the components of autonomous reading ability according to the existing theories about autonomous reading ability and the content of the college entrance examination evaluation system,and then analyzes and researches the ways to develop autonomous reading ability.The study proposes several ways to promote the achievement of students’ autonomous reading ability,including emphasize students’ initiative,independence and discovery,aim to develop the elements of the stratum of students’ independent reading ability and design teaching paths based on three pivots: instructional lessons,task-driven and reading activities.Finally,taking The Foundations of Chinese Society as an example,this paper discusses in detail the implementation process of whole-book reading instruction based on independent reading ability cultivation in three parts.The first is pre-reading instruction.Through making reading plans and designing a wonderful guide,it can cultivate students’ independent reading initiative.The second is reading-instruction.By building task scaffolding in the skimming instruction class,students’ ability to extract and integrate information is cultivated.In the intensive reading instruction class,students’ ability to question and criticize is cultivated through question-guided learning.In the research instruction class,students’ ability to appreciate and evaluate is cultivated through forming research circles.The third is post-reading guidance.In the activity demonstration class,the results communication activities are carried out to develop students’ ability of expression and application.Finally,the improvement of independent reading ability is tested by developing an evaluation system.Through research and practice,it is found that the whole book reading teaching strategies that develop students’ autonomous reading ability as the starting point and end point meet the requirements of the new curriculum standards,and respect the subjectivity of students’ learning.It also promotes the development of students’ key abilities in independent reading and lifelong learning capability.And it can provide methodological reference for whole book reading teaching practice,which has certain practical significance.