A Study On Teaching Strategies For Reading Whole Chinese Books In Junior High School From The Perspective Of Habermas’ Theory Of Communicative Behavior

As an important way to fight against fragmentation reading in the information age,"whole book reading" has attracted extensive attention from front-line Chinese teachers.However,there are still many problems in the implementation of the whole book reading teaching,such as lack of systematicness,lack of student subjectivity etc.The "Chinese Language Curriculum Standards for Compulsory Education(2022 Edition)" proposes a learning task group for reading the entire book,clarifying the goals and requirements for reading the entire book.The paper is based on the Chinese language curriculum standards,draws inspiration from Habermas’ theory of communicative behavior,analyzes the current situation of whole book reading teaching in middle school Chinese language,explores effective teaching strategies,and strives to improve students’ reading ability and promote the development of students’ core Chinese literacy.The paper mainly includes the following four parts:The first chapter provides an overview of Habermas’ communicative behavior theory and the teaching of whole book reading in middle school Chinese,and analyzes the feasibility of combining the two.The theory of communicative behavior came into being under the background of the phenomenon of "human alienation" and the linguistic turn of Western philosophy.It further developed Max Weber’s theory of rationality,which mainly includes "communicative behavior","life world" and "communicative rationality".The whole book reading of junior high school Chinese has the value of enriching students’ knowledge reserves,improving students’ basic skills in listening,speaking,reading,and writing,and developing students’ core literacy.It is feasible to combine the theory of communicative behavior with the teaching of whole book reading for three reasons: the teacher-student relationship is a special kind of communicative relationship,the teaching of whole book reading is a multi subject dialogue process,and meets the requirements of the new curriculum standards for the teaching of whole book reading.In chapter 2,a survey questionnaire was designed based on Habermas’ theory of communicative behavior.Through trial and formal investigations,the current situation of teaching Chinese whole book reading in junior high school was understood.The survey results found that the problems in teaching Chinese whole book reading in junior high school include weak communication awareness,disharmonious communication atmosphere,insufficient communication conditions,insufficient dialogue depth,and ineffective dialogue guidance.Chapter 3 combines Habermas’ communicative behavior theory to summarize the strategies for teaching Chinese whole book reading in junior high school.Firstly,it is necessary to build a whole book reading community,so that teachers,students,and other subjects can form a harmonious system of mutual learning and support;Secondly,teachers should be good at using listening strategies and unleashing students’ subjectivity;Finally,teachers should promote a multi subject dialogue and guide students in deep reading throughout the entire book reading teaching process.Chapter 4,guided by Habermas’ communicative behavior theory,designed the entire book reading teaching process of ’The Red Star Over China’,analyzed and reflected on the achievements and shortcomings of the entire book reading teaching practice.The innovation of the paper lies in the use of Habermas’ communicative behavior theory to explore the deep learning mode of whole book reading teaching in junior high school Chinese,breaking through the shortcomings of superficial and shallow reading of the whole book.