Research On The Teaching Of "Dream Of Red Mansions" In Senior High School From The Perspective Of Reading The Whole Book

The 2017 General High School Language Curriculum Standards,with the core language literacy as the outline,set eighteen language learning task groups in the curriculum content,among which "Learning Task Group 1" is "Whole Book Reading and Seminar",proving the importance of whole book reading This proves the importance of reading the whole book.At the same time,one of the required books for whole-book reading is "Dream of the Red Chamber",which is clearly stated in the compulsory textbook of high school language.The whole book reading has entered the public eye and become an urgent classroom problem.The whole book reading of Dream of the Red Chamber as a whole is still in the exploratory stage and faces many challenges.This paper focuses on the dilemmas encountered in teaching the whole book of Dream of the Red Chamber,and explores them theoretically and practically in order to provide some reference for the classroom teaching of the whole book of Dream of the Red Chamber.This paper adopts four methods: literature research method,case study method,comparative research method,and questionnaire survey method to study four aspects of the whole book reading of Dream of the Red Chamber.First,it is clarified that the teaching value of reading the whole book of Dream of the Red Chamber and the teaching principles have profound significance for language construction and use,thinking development and enhancement,and cultural inheritance and understanding,and the teaching design should follow the principles of combining macro perspective and micro text,combining multiple reading strategies,and promoting each other inside and outside the classroom.Secondly,the current situation of high school teachers and students reading the whole book of Dream of the Red Chamber is analyzed in depth to understand the problems of teaching and analyze the causes of the problems,namely,teachers’ lack of inquiry spirit,simplistic teaching activities and low importance,and students’ lack of reading interest and reading experience.Then,four types of lessons were designed for the whole book reading of Dream of the Red Chamber,combining the results of questionnaires,literature and classroom transcripts: a first reading of the text oriented by learning task sheets during the winter vacation of senior year;a guided reading lesson designed by using video resources and the Red Chamber metaphor to stimulate interest;three thematic lessons designed for character,plot and language appreciation;and a reading debriefing lesson designed for reading debriefing,the Red Chamber Theater.Finally,it is also necessary to establish a whole book reading evaluation mechanism,the evaluation process needs to focus on diversified evaluation subjects,diversified evaluation levels,diversified evaluation methods.It reveals that we should pay attention to the relationship between the whole book as a whole and single partial reading,the relationship between classroom preconceptions and students’ subjective generation,and the relationship between plot coherence and horizontal radiation when we carry out teaching design.In conclusion,this paper takes "Dream of the Red Chamber" whole book reading teaching as the main research object,combines the current situation of whole book reading teaching and academic research results,deeply studies and considers the design of whole book reading teaching content,tries to propose the optimization method of "Dream of the Red Chamber" whole book teaching,provides a reference paradigm for whole book teaching,and provides some teaching ideas for the majority of front-line teachers.