| In recent years,whole book reading has received much attention,and some teachers have accumulated rich experience in teaching whole book reading.However,due to the long-term confinement of traditional teaching thinking and the lack of scientific theoretical guidance,the effectiveness of whole book reading teaching in China is relatively limited and still needs continuous exploration.From the findings of this study,the direction of exploration is mainly in the improvement of primary school students’ internal drive to read whole books and the optimisation of their reading habits and abilities,as well as in the deepening of teachers’ whole-book reading teaching objectives,content selection,reading guidance and reading assessment.This study aims to respond to these needs by invoking SECI theory.SECI theory is a core theory in the field of knowledge transformation and creation,which is guided by Michael Polanyi’s tacit knowledge theory and views knowledge creation as a continuous and dynamic spiral progression.The theory can provide a new perspective on whole book reading teaching and has important implications for the innovation of whole book reading teaching methods and the development of students’ whole book reading skills.The study is based on the logic of "research preparation-conceptual interpretationdoctrinal construction-investigation and analysis-reflection on countermeasures",and consists of five parts.The introduction explains the origin of the study,the significance of the study,the research ideas and the research methods,and reviews the current status of domestic and international research on whole book reading and SECI theory.The introduction describes the origin of the study,its significance,research ideas and research methods,and provides a review of the entire book and the current state of domestic and international research on SECI theory.Chapter 2 presents the connotation of core concepts and main theories and their characteristics,covering whole book reading,teaching strategies,SECI theory and whole book reading teaching in primary school languages.Chapter 3 analyses the appropriateness of SECI theory in guiding whole-book reading teaching in primary school,mainly in terms of the intrinsic connection and value echoes between the two.The study suggests that using SECI theory as a guide helps to reconstruct subject relations,break through process barriers and strengthen support conditions,and its four transformation models are highly compatible with the four lesson types of whole book reading teaching,providing a theoretical basis for exploring optimisation strategies,aiming to construct a theoretical theory of the study and deepen the theoretical value of the study.Chapter 4 describes and analyses students’ reading and teachers’ teaching based on the results of questionnaires and interviews.The survey finds that primary school students’ internal driving force,reading habits and abilities for whole book reading,teachers’ whole book reading teaching objectives,content selection,reading guidance and reading evaluation are the current directions for whole book reading teaching that need continuous efforts.Chapter 5 is an exploration of strategies for teaching whole book reading.Based on the guidance of SECI theory and the analysis of the current teaching situation,four recommendations are made: firstly,the introductory reading class can stimulate students’ interest in reading by creating a good reading atmosphere,exploring the text from the students’ perspective and providing initial methodological guidance;secondly,the supplementary reading class can attach importance to building a relaxed communication platform,understanding students’ confusion through sincere dialogue with them,and providing targeted guidance in order to promote students’ continuous reading.The third is to focus on the design of seminar themes,review of reading content and guidance of the seminar process,and to pay attention to respecting students’ personal feelings in order to help them construct a cognitive system;the fourth is to combine process and summative assessment to construct a three-in-one assessment body structure in order to encourage students to integrate and internalise and to achieve the enhancement of their abilities and literacy. |
