Junior High School Novel ’ Whole Book Reading ’ Teaching Strategy Research

The Reading Teaching of Chinese Textbooks in Compulsory Education in China is Based on Scattered,Beautiful Single Short Chapters,However,students ’ eyes are always in class,and scattered reading teaching is not enough to enable students to develop good reading habits and a dedicated reading spirit.After the self-compiled textbook is put into use,the articles of the same humanistic theme and genre are classified into units and the ’ trinity ’ strategy is implemented.It advocates reading teaching from in-class to out-of-class,and divides reading into two types : ’ teaching reading ’ and ’ self-reading ’,which complements the extended extracurricular reading advocated by the current ’ Compulsory Education Chinese Curriculum Standard(2022)’.The overall purpose is to improve students ’ reading quality and ability and improve reading thinking.In the big direction,improving the reading amount of the whole book for young people is to lay a solid foundation for building China into an ’educational power ’;from a small point of view,expand the students ’ knowledge,develop good reading habits,agile reading thinking,in reading to obtain,organize information,so as to achieve the purpose of improving Chinese core literacy.However,as early as the 1920 s,Chinese educators advocated " reading the whole book." So far,this idea has not been popularized and rooted in the Chinese classroom.The areas with backward educational development are still adopting the model of " testing what to teach what " to the students.The cramming reading of the classics,the students who go deep into the sea of tactics,are under the pressure of learning and homework in various disciplines,and there is almost no time to read the whole book.Moreover,the slow effect of ’ whole book reading ’ makes teachers impatient to let students immerse themselves in ’ whole book reading ’.’Reading the whole book ’ can bring many benefits to students,but it is a time-consuming project,many factors can affect the students to read the whole book,then the face of this situation,you need to explore the ’ whole book reading ’ teaching methods.This study takes novels in junior middle school Chinese textbooks as the object to study the specific implementation path of ’ whole book reading ’.This article is divided into four parts :This paper introduces the origin,significance,research status and research methods of ’ the whole book reading ’.The first chapter expounds the connotation of ’ reading the whole book ’ and analyzes the close relationship and value in Chinese teaching.Distinguish and ’extracurricular reading ’ similarities and differences,correct the language teacher light’ whole book reading ’ heavy textbook inertia thinking.The second chapter uses the results of the questionnaire survey as the data support to analyze the reading concept,reading status and cognition of ’ whole book reading ’ teaching of junior middle school teachers in S school of X province.Understand in detail the students ’ attitude of ’ reading the whole book ’,and make a concrete analysis of the causes of the reading status of the two;The third chapter studies the feasible teaching strategies of ’ whole book reading ’from two aspects of students and Chinese teachers,trying to make good use of the ’double-edged sword ’ of exam-oriented education to understand and adjust students ’interest and demand for whole book reading,and give Chinese teachers some technical advice on ’ whole book reading ’.Combined with the existing ’ whole book reading ’ teaching research,summed up the ’ whole book reading ’ teaching needs to break through the difficulties;In the fourth chapter,the author combines the teaching guidance and reading promotion case records of ’ Water Margin ’ to analyze the effectiveness of the specific operation inquiry strategy of ’ whole book reading ’ teaching.This paper analyzes the feasibility of the third chapter strategy from five aspects : stimulating students ’interest in reading " Water Margin," recognizing reading needs,teachers refining the theme and content of the text,guiding students to discuss and interpret characters from multiple perspectives,teachers and students jointly evaluating reading results,and after-school reflection,so as to provide reference for Chinese teachers to carry out the teaching of " whole book reading."...