A Study On Strategies For Guiding Reading Outside The Classroom In High School Based On Core Language Literacy

GCSE Language Curriculum Standards(2017 Edition)clearly state that students' core language literacy should be developed,which also establishes the importance of core language literacy in language teaching and learning.The enhancement of students' core language literacy is achieved through a series of practical language activities.Reading is one of the most important ways for students to acquire knowledge,improve their abilities and develop literacy,along with the continuous revision of the Language Curriculum Standards and the continuous reform of the Higher Education Examination,higher demands are placed on the reading skills of senior secondary students.Compared to in-class reading,students have a wider scope for extra-curricular reading,as a important way to improve students' reading skills,secondary school language teaching should fully ensure the smooth development of students' extra-curricular reading activities.Effective extra-curricular reading guidance for students by teachers is of great significance in promoting the smooth development of extra-curricular reading and developing language education and teaching.In this paper,in the context of language core literacy,the research object is extra-curricular reading guidance in high schools,and the questionnaire and interview methods are used to investigate teachers and students in three senior secondary schools in Guilin,however,through the investigation,it is found that teachers still lack scientific and systematic theoretical guidance in guiding students' extra-curricular reading.Therefore,this paper integrates the concept of language core literacy into extra-curricular reading guidance,in order to provide the In this paper,the concept of core literacy is incorporated into the guidance of extra-curricular reading in order to provide the right direction for the guidance of extra-curricular reading,ensure the smooth development of extra-curricular reading,and allow students to make full use of extra-curricular reading as a way to achieve the improvement of their own literacy.The paper consists of three main parts: the introduction,the main body and the conclusion.The introductory section introduces the origins of this paper,the significance of the study and the research methodology adopted,and collates the relevant literature on this study,which also lays the theoretical foundation for the subsequent research.The main body is made up of four main parts.The first part begins with a discussion of the relationship between core language literacy and guided reading outside the classroom: core language literacy provides direction for extra-curricular reading instruction,and extra-curricular reading instruction is an important way to develop students' core language literacy.This is followed by an in-depth analysis of the need for extra-curricular reading guidance in the context of core language literacy from three perspectives: language curriculum standards,language teaching practice and students' developmental needs.The second part investigates the current situation of high school students' extra-curricular reading and teachers' extra-curricular reading guidance through interviews with teachers and questionnaires with students,and provides a systematic analysis of the survey data.The third part is based on the second part,which summarises the problems that exist with the current teachers' extra-curricular reading guidance: the guidance is not systematic enough,the motivation for guidance is utilitarian,the evaluation criteria are mechanistic,and the cultivation of students' core language literacy is neglected in the guidance.The main reasons for these problems are: teachers' insufficient time for extra-curricular reading guidance,neglect of the importance of extra-curricular reading guidance,inability to get out of the confines of the concept of exam-oriented education,and inappropriate and improper guidance methods.This also shows that teachers are in urgent need of establishing a scientific and systematic system of extra-curricular reading guidance in their current extra-curricular reading guidance.The fourth part addresses the main problems with the current high school extra-curricular reading guidance,combines the relevant concepts of language core literacy,and proposes corresponding strategies for extra-curricular reading guidance from each of the four dimensions of language core literacy.The conclusion section further summarises the importance of studying for extra-curricular reading guidance in the context of core language literacy,and also analyses the shortcomings of this study in the hope that future research in this area can be further improved and developed.