A Study On The Current Situation Of Whole Book Reading Teaching In Upper Elementary Schools

Since the unified version of language teaching materials came into use,"whole book reading" has become a hot topic in language reading teaching in primary and secondary schools,showing its unique role in improving students’ reading ability.The Language Curriculum Standards for Compulsory Education(2011 Edition)also advocates "reading more,reading well,reading good books,and reading whole books",but in the process of whole book reading teaching,some problems have arisen in the selection of books and teaching methods.Therefore,on the basis of analyzing the current situation of whole book reading teaching in upper elementary school,it is of practical significance to provide optimal strategies for whole book reading teaching in upper elementary school.The core concepts of whole book reading and whole book reading instruction were defined in conjunction with the literature,and the framework of whole book reading instruction was outlined on the basis of sorting out the theoretical basis of whole book reading instruction,focusing on five dimensions such as cognitive attitude and bibliographic selection,and improving the teacher and student questionnaires.The study was conducted in four elementary schools in Z city with teachers and students in the upper grades to understand the current situation of whole book reading teaching in the upper grades through questionnaires and interviews.The results found that,(1)in terms of cognitive attitude towards whole book reading teaching,teachers do not have a deep enough understanding of whole book reading teaching and do not attach enough importance to it;(2)In terms of choosing books for whole book reading teaching,teachers are not familiar with the criteria for choosing books and take less account of the design of students’ personalised reading programmes;(3)in terms of choosing whole book reading teaching methods,teachers are vague about the instructional;(4)in the evaluation of whole book reading teaching,teachers lack appropriate evaluation criteria;they neglect process evaluation;(5)schools do not organise whole book reading teaching training frequently and lack corresponding institutional measures.In view of the current situation of whole-book reading teaching in upper elementary school,the following optimization strategies are proposed:(1)Raising teachers’ awareness of whole-book reading teaching;(2)Teachers’ reasonable recommendation of whole-book reading books;(3)Strengthening teachers’ guidance on whole-book reading methods;(4)Teachers’ flexible evaluation of students’ whole-book reading effects.