A Practical Research On The Improvement Of Junior High School Students’ Chinese Reading Ability By "Whole Book + Fragmented" Reading Method

How to let the students pick up the whole book reading,keep the interest in the whole book reading,and develop the students’ Chinese reading ability is the dilemma that the teachers face in the reading teaching.It is of great significance for both teachers and students to explore and solve the dilemma of students reading the whole book.Chinese Curriculum Standards for Compulsory Education(2022 Edition)put forward "reading the whole book" as one of the extended learning task groups,and "reading the whole book" was clearly proposed for the first time in the compulsory education stage,which is a major reform of the curriculum standard in 2011 edition.Since the "high School Chinese Curriculum Standards" in 2017 listed the "whole book reading and discussion" as the first of18 learning task groups,the importance of the whole book reading has been placed in front of teachers again,how to apply the whole book reading in teaching is the direction of teachers to explore.In the Internet era,the number of Internet users in China continues to increase,among which the proportion of teenagers is also increasing year by year.Public life is closely related to the Internet.At the same time,the "fragmented reading" spawned by the Internet has become the normal reading of teenagers.Due to the preference of teenagers,the prevalence of "fragmented reading" directly impacts the teaching of the whole book reading.There are pros and cons to this process.This study attempts to use the advantages of "fragmented reading",such as rich and interesting reading content,free reading time and various reading platforms,to solve the drawbacks of the whole book reading,such as obscure and difficult to arouse students’ interest,so as to improve the reading ability of middle school students.This paper consists of four parts.The introduction introduces the origin of the topic,definition of the concept,research status,research content and research methods.This part is based on the existing research of scholars and experts,clarifies the research status of the whole book reading and fragmented reading,and finds that the whole book reading and fragmented reading are complementary to some extent.According to the "new paradigm of ’whole book + fragmented’ reading" proposed by teacher Wang Jintao,the practical application of "whole book + fragmented" reading mode in teaching is explored.The first chapter,through the analysis of students’ questionnaire survey and teachers’ interview results,understands students’ attitudes towards whole book reading and fragmented reading in daily life and learning and teachers’ views on whole book reading and fragmented reading in teaching.The conclusion is that most students own personal electronic devices and often use electronic devices in study,but have poor reading habits.Although teachers clearly understand the importance of reading the whole book,they ignore the teaching conclusion of reading the whole book because of the heavy teaching tasks.The second chapter introduces that the implementation of "whole book + fragmented" reading mode should follow the integrity principle,students’ subjectivity principle and teachers’ guiding principle.Based on the model of "one book,three lessons",the author puts forward implementation strategies: to stimulate the interest of "fragmented reading" and promote the reading of the whole book,to link in-class and extra-class with "fragmented reading" as the line,and to provide a platform for sharing and communication with "fragmented reading".The third chapter takes Journey to the West as an example to explore and practice the reading method of "whole book + fragmented".Firstly,the teaching basis is analyzed from the aspects of curriculum standard,teaching materials,students’ learning situation and the value of Journey to the West.Secondly,show the specific content of teaching practice,such as reading schedule,students’ reading achievements......Finally,from the perspective of students,teachers and schools to improve the teaching practice suggestions.For example,students need to improve their media literacy,teachers need to improve their personal cognitive level,and schools need to create a reading atmosphere.