Research On The Current Situation And Strategies Of The Whole Book Reading Teaching In The Low Learning Stage Of Primary School Chinese

The teaching of whole book reading in the lower stage of primary school Chinese is different from the teaching of single short chapter reading in the current Chinese teaching materials.It refers to that,within the scope of the discipline of primary school Chinese,students in the lower stage are recommended to use picture books,children’s stories,fairy tales,nursery rhymes and children’s songs and other types of books according to their age characteristics,thinking patterns and actual learning conditions,And under the guidance of the Chinese teacher,the general content and various descriptions of the whole book produce their own unique understanding and perception of reading teaching activities.After the curriculum standard has formally incorporated the whole book reading into th e teaching,the whole book reading teaching has gradually become a hot topic of primary sc hool Chinese teaching research.Previous scholars have conducted relevant research on the whole book reading teaching,but the research results are relatively limited,mainly includin g the study of the whole book reading value,the study of the whole book reading teaching o bjectives,the study of the whole book reading content,and the study of the whole book read ing teaching strategies.In addition,there is less research on the whole book reading teachin g at the lower stage of primary school.Therefore,it is more important to study the whole bo ok reading teaching in the lower stage of primary school.Based on the literature review and the basic elements of teaching,this paper investigates the current situation of the goal,content,guidance and evaluation of the whole book reading teaching in the lower stage of primary school through questionnaires and interviews.It is found that the main problems are unclear teaching objectives,single teaching content,scattered teaching implementation,improper teaching guidance and one-sided teaching evaluation.This paper analyzes the reasons from the aspects of teachers’whole book reading teaching concept,the reading atmosphere created by schools and families,teachers’ whole book reading teaching skills,teachers’ whole book reading teaching practice opportunities,and puts forward the following improvement strategies based on the problems and existing relevant research:optimize the whole book reading teaching objectives;Ensure the scientific teaching content of the whole book;Improve teachers’ ability to read and guide the whole book;Reasonably improve the evaluation method of the whole book reading teaching.