A Survey On The Current Situation Of "Whole Book Reading" In The First Year Of The Unified Edition Of Senior High School Language

The "General High School Language Curriculum Standards" issued by the Ministry of Education in 2017 included "whole book reading and discussion" as the first of eighteen task groups and throughout the high school level,which shows that the attention to whole book reading has increased significantly.Whole book reading could improve students’ capacity of language and cultivate their core literacy.However,the current whole book reading is still facing many problems in the concrete implementation because of the large volume,multiple and complex structures,and time-consuming factors.Therefore,the author conducted a study on the implementation of whole-book reading in the second semester of the first year of high school in two high schools in W,Xinjiang,based on a review of relevant materials.The study first was conducted by means of questionnaires and interviews with students and teachers to investigate the current situation of whole-book reading learning among high school students.Students were surveyed in terms of their understanding of and attention to the task group of "Whole Book Reading and Seminar",their interest and motivation in whole book reading,their reading environment,their reading methods and their specific reading situation.The teachers were surveyed in terms of the importance teachers attach to whole book reading,their individual reading situation,and the execution of whole book reading teaching,etc.Then the survey was conducted to understand the current situation of whole book reading among high school students and to find out the problems in the reading process.Based on this,the causes of the problems are analyzed from three aspects: general environment,students,and teachers.Finally,based on the identification of the problems and analysis of the causes of the problems,suggestions for improvement are made for students to better read whole books.Mainly including: the relevant teaching and research units to give appropriate policy support to safeguard the effective implementation of whole book reading teaching;build a good reading atmosphere at school and home to improve the whole book reading environment for students;cultivate good reading habits and ensure the amount of reading to improve students’ whole book reading efficiency;The teacher could make good preparation for the class,scaffold teaching,and utilize a variety of reading activities to accelerate the effective development of whole-book reading teaching;and enrich the assessment subjects and multiple assessment methods to make whole-book reading assessment more effective.