Research On Implementation Status And Strategy Of "Whole Book Reading" Learning Task Group

In April 2022,the Chinese Curriculum Standards for Compulsory Education(2022 Edition)(hereinafter referred to as the 2022Edition)was officially promulgated,which included the task group of "reading the whole book" into the Chinese curriculum of primary and secondary schools for the first time.Compared with high school teachers,first-line primary and secondary school teachers have less understanding of its conceptual connotation and implementation strategies,and there are certain difficulties in the implementation of the "whole book reading" learning task group.Therefore,this study uses methods such as questionnaire survey,interview and case analysis to explore the implementation status of "whole book reading" learning task group,probes into the difficulties of teachers’ teaching and students’ learning,and puts forward specific and operable implementation strategies based on theories,in order to provide effective ideas and methods for front-line teachers.The research mainly focuses on the following six parts.The first part mainly discusses the source of the topic and the current research status.First of all,the "whole book reading" learning task group can develop students’ logical thinking ability,improve students’ information integration ability,and help students adapt to the informationized society;Secondly,the 2022 curriculum standards attach importance to students’ reading ability and encourage students to read the whole book.Finally,the task group of "reading the whole book" is more difficult to implement.Therefore,how to implement the "whole book reading" learning task group has become a problem worth studying.In order to understand the research status of "whole book reading" learning task group,literature review is mainly conducted from three aspects: the connotation of "whole book reading",the teaching of "whole book reading" and the learning task group of "whole book reading".On the premise of fully understanding the research status of "whole book reading" learning task group,strategy exploration of "whole book reading" learning task group is carried out.The second part mainly discusses the theoretical basis and importance of the implementation of "whole book reading" learning task group.First of all,based on the theory of cognitive psychology and reception aesthetics,this study explores the cognitive participation and emotional participation experienced by students in the "whole book reading" learning task group.At the same time,it expounds the importance of implementing the "whole book reading" learning task group from three aspects: forming good reading habits,improving the overall cognitive ability and enriching the inner spiritual world.The third part mainly interprets the 2022 version of the curriculum standard for the learning task group of "reading the whole book".On the one hand,it discusses the concrete implementation of core qualities such as cultural confidence,language application,thinking ability and aesthetic appreciation in the learning task group of "reading the whole book".On the other hand,it expounds the requirements of the 2022 edition curriculum standard on the learning task group of "whole book reading" from four aspects: the number of extracurricular reading,reading methods,types of works and learning methods.It provides the basis for the strategy of "reading the whole book" learning task group.The fourth part mainly investigates the implementation status of "whole book reading" learning task group in primary schools through questionnaire survey and interview,and collates and analyzes the investigation results.It is found that the implementation status of "whole book reading" learning task group is as follows: students have a good foundation of reading the whole book;There are differences in the reading types of students in different classes.Teachers give less guidance to students in the process of reading the whole book;Parents’ involvement in the reading of the entire book is low.The fifth part mainly analyzes the problems and causes of the implementation of the "whole book reading" learning task group.Based on the findings of the survey,the main problems are: teachers give less guidance in the implementation process;Teachers are more casual in the setting of class type;The teacher went too far into the teaching.The main reasons for the problems are as follows: teachers lack the literary literacy to implement the "whole book reading" learning task group;Lack of overall planning for the learning task group of "reading the whole book";Lack of practical experience with the "whole book reading" learning task group.The sixth part mainly combines the characteristics of the learning task group,relies on the theoretical basis,based on the implementation status of the "whole book reading" learning task group,proposes the strategies to improve teachers’ teaching ability of "whole book reading" learning task group: pay attention to the overall planning,improve the literary literacy;Set up a reasonable class type,recommend suitable books;Teaching reading methods and promoting emotional engagement;Seek the core knowledge,perfect the evaluation mechanism.