A Case Study Of Whole Subject Reading In Primary School

Reading is an important way to promote personal perfection and development.The Chinese curriculum standard for compulsory education(2011 Edition)puts forward higher requirements for the quantity and quality of primary school students’ reading,calling for the reform of traditional reading methods."Whole subject reading" as a new reading mode,its emergence effectively makes up for the shortcomings of traditional reading,more in line with the overall characteristics of primary school students’ psychological development,can meet students’ reading needs to a certain extent,and improve students’ reading literacy.In order to realize the school-based of "whole subject reading",many schools have made beneficial exploration and formed a unique reading teaching model.Based on the current practical experience of "whole subject reading" teaching,this study takes K primary school as a case to describe and analyze the implementation of "whole subject reading" in the school,and lists all kinds of problems in the implementation as detailed as possible;It also analyzes the causes of these problems,and puts forward the corresponding optimization strategies on this basis,hoping to provide help for the better implementation of "whole subject reading" in the future."Whole subject reading" has been introduced into k primary school for only six years.In these six years,the leaders of K primary school and the teacher team worked together to explore a "whole subject reading" teaching mode suitable for the development of the school,that is,"n ways to open a book",which provides a good reference experience for other schools.Through the exploration and analysis of the "whole subject reading" teaching mode of K primary school,this study found that the "whole subject reading" of K primary school has formed the characteristics of taking the Chinese subject as the leader,taking the humanities as the commander,rich and diverse display types and good implementation of most subjects.However,it is also difficult to fully implement the reading objectives,easy to take care of one thing and lose the other in the reading process,inadequate processing of reading content Reading evaluation is difficult to take into account various subjects and students’ lack of initiative in reading.The author analyzes the reasons for the above problems from the perspectives of teachers’ own literacy and students’ difficulties in reading,and puts forward the corresponding optimization strategies.For example,When choosing reading books,schools should focus on students and establish a scientific basis for selecting books.At the same time,they should strengthen teacher training,promote the transformation of their teaching ideas,ensure students’ reading time,and fix "whole subject reading" in the form of school-based curriculum.Teachers themselves should also strive to improve their own quality,strengthen students’ reading guidance,and use diversified evaluation methods to test students’ reading results.