Research On The Reading And Teaching Design Of The Whole Book In The First Section Of Primary School

The entire book reading instructional design is a type of instructional design that includes four elements: teaching objectives,teaching process,teaching methods,and teaching evaluation.The teaching design for reading the entire book in the first stage is based on the students’ learning situation,the analysis of the 22 nd edition curriculum and textbooks,and the design of a teaching plan based on the teaching design elements.The teaching design for reading the entire book in the first stage emphasizes the implementation of the relevant requirements of the 22 nd edition of the curriculum standard for reading the entire book,including course concepts,stage requirements,and extended learning task groups,rather than referring to simple teaching design.With the rise of the whole book reading,there are many problems in the teaching design of the whole book.First of all,the proportion of the reading research content of the whole book is unbalanced,and the reading teaching design research of the whole book is lacking;secondly,the reading research annual proportion of the whole book is unbalanced,and the reading teaching design research of the whole book is lacking in the first paragraph;finally,the reading teaching design of the whole book is simple,To sum up,the reading teaching design of the whole book,especially the reading teaching design of the whole book in the first paragraph,is particularly important.In order to make the reading teaching design of the whole book in the first paragraph suitable for front-line teaching,it is also necessary to improve teachers’ understanding of the reading teaching design of the whole book in the first paragraph and write the teaching When writing teaching design,pay attention to students’ learning experience,22 edition curriculum standards and textbooks in terms of teaching design goals,processes,methods and evaluation.This research follows the idea of "teaching materials,learning situation and theoretical analysis-developing measurement tools-analyzing the current situation-proposing strategies-case analysis",uses literature research,questionnaire survey,interview,case analysis,observation and other methods,and uses systems theory,schema theory and constructivism theory as the research theoretical basis to analyze the teaching materials of the first stage of primary school,Clarify the significance and feasibility of whole book reading in the first stage of primary school,understand the current situation of teaching design for whole book reading in the first stage,and analyze the causes of existing problems,On this basis,propose feasible strategies for improving the teaching design of whole book reading in the first stage of primary school,and finally provide case analysis for reference.From a practical perspective,on the one hand,on April 21,2022,the "Chinese Language Curriculum Standards for Compulsory Education(2022 Edition)" clearly proposed that primary schools should carry out whole book reading,and the Chinese language curriculum standards for compulsory education attach importance to the goal of students’ core literacy.On the other hand,reading the entire book plays an important role in improving the quality of reading teaching in frontline classrooms.In short,the above practical issues prompt people to pay attention to the teaching design of reading the entire book in the first academic period.By analyzing the current situation,it is found that there are the following problems in the teaching design of whole book reading in the first stage of primary school: teachers do not attach enough importance to the teaching design of whole book reading in the first stage;Insufficient implementation of the teaching design goals for reading the entire book in the first stage of study,as required by the 22 nd edition of the curriculum standard;The teaching design for reading the entire book fails to fully reflect the characteristics of reading the entire book;The teaching design for reading the entire book does not pay enough attention to the learning situation of the first stage students;The design of teaching evaluation for reading the entire book is missing.Through the analysis of the causes,the author concludes that the reasons for the above problems are: insufficient understanding of the teaching design for reading the entire book in the first academic period;Insufficient learning and mastery of the 22 nd edition of the curriculum standard;Insufficient understanding and mastery of the characteristics of reading the entire book;The concept and awareness of’putting students first’ need to be strengthened;Insufficient understanding of the importance of evaluating the teaching of reading the entire book.The proposed strategy is to enhance teachers’ understanding of instructional design;Deeply analyze the learning situation;Grasp the characteristics of teaching;Implementing student subjectivity;There are various evaluation methods.The entire book reading teaching is still in the exploratory research stage,and my research ability is limited.There are still many shortcomings that need to be corrected in the research.For example,failure to thoroughly interpret theories and textbooks,and failure to develop student questionnaires;Insufficient in-depth and biased research;I am lacking in talent and learning,and my proposed strategies are relatively shallow.I hope to find solutions in practical teaching in the future.In summary,through this study,it is expected to improve the front-line teachers’ understanding of the reading teaching design of the whole book in the first paragraph of primary school,cultivate the reading interest and reading habits of the first class students,and promote the all-round development of the first paragraph students.