Research On The Design And Implementation Of The Main Issues Of The Whole Book Reading Teaching Of Junior High School Novel

The new standard sets the learning task group of "whole book reading" for the first time,which not only reveals the significance of whole book reading,but also facilitates the reform of whole book reading teaching method in junior high school.In order to deepen the teaching of whole book reading in junior high school,many educational researchers have combined whole book reading with the main questions and used the main questions as a carrier to teach whole book reading,which has achieved certain achievements from both theoretical and practical levels.In order to make the main questions of whole book reading teaching in middle school more pertinent,the thesis focuses on fictional works in whole book reading in middle school,distills the characteristics of whole book main questions,and puts forward the design principles of whole book main questions.By analyzing the causes of the existing problems,we propose strategies for designing the main questions of middle school novel reading:designing the main questions from the perspective of understanding the characters’ images,designing the main questions from the perspective of grasping the plot,and choosing the appropriate way of implementing the main questions,expecting to provide new ideas for designing the main questions of middle school novel reading,improve teaching efficiency,and help students enter deep reading.The main body of the thesis consists of four parts.The first chapter is a questionnaire survey conducted with teachers and students in a secondary school in Guangzhou,aiming to understand the current situation of the design of whole-book reading questions in middle school fiction,and to analyze the problems and reasons for them.The second chapter focuses on the characteristics of the main questions and the principles of designing the main questions for whole book reading.The third chapter of the thesis addresses the existing problems in designing the main questions for teaching whole books of middle school novels,and proposes strategies for designing the main questions for teaching whole books of middle school novels from the perspectives of "developing different levels of reading ability","text" and "learning situation".In this paper,we propose a strategy for designing the main questions of whole-book reading in junior high school novels.First,from the perspective of "developing different levels of reading ability",the thesis proposes a strategy for designing master questions that is oriented towards the development of students’ comprehension,evaluation and creative abilities in order to fully develop their critical reading skills.Secondly,from the perspective of "text",the thesis combines the characteristics of junior high school fiction works,from " recognizing the characters","grasping the plot"," analyzing the main questions are designed from four perspectives: "understanding characters","grasping the plot","analyzing the setting" and "tasting the truth".Finally,from the perspective of "learning",the thesis proposes strategies for designing the main questions based on a thorough analysis of the thinking and psychological development characteristics of junior high school students.The fourth chapter of the dissertation offers strategic guidance on the implementation of master questions for teaching whole book reading in middle school fiction: choosing appropriate master question implementation,matching appropriate classroom formats,paying attention to the details of waiting and answering,and increasing attention to assessment feedback.