Research On The Current Situation And Countermeasures Of Whole Book Reading Teaching In Upper Primary Schoo

With the increasing emphasis on the whole book reading in the Chinese language curriculum standards,the whole book reading has received multiple attention.In the "Chinese Language Curriculum Standards for Compulsory Education(2022 Edition)","whole book reading" was added as one of the extended learning task groups,clarifying the importance of its introduction to primary and secondary schools.In fact,as early as the last century,Mr.Ye Shengtao proposed the idea of "whole book reading",but due to various reasons,whole book reading has not been well implemented in primary school.In recent years,with the continuous promotion of the concept of "whole book reading",the trend of extracurricular reading curriculum has become increasingly apparent,and thoughts and research on whole book reading have also emerged.Some frontline teachers and experts engaged in Chinese language research have also actively explored,and while achieving some results,many problems have also emerged.In order to implement the whole book reading teaching in a more scientific and systematic manner,this article is based on the advanced stage of primary school,taking H Primary School in Guyuan City as an example,and based on constructivist theory and Sato’s "learning community" theory.On this basis,based on the development level of high school students and the uniqueness of whole book reading,investigate the current situation of whole book reading teaching in high school,identify problems and analyze the reasons,and propose solutions.This article mainly adopts literature research method,questionnaire survey method,and interview method to conduct research,which mainly includes five parts:firstly,through literature research method,understand the current research status and determine the research ideas.Secondly,through literature reading,explain the research value and core concepts of the entire book reading teaching.Thirdly,through questionnaire surveys of students and teacher interviews,analysis is conducted from five dimensions: teaching cognition,teaching environment,teaching objectives,teaching content,teaching process,and teaching evaluation.Fourthly,through investigation,it is summarized that there are mainly problems in the current teaching of whole book reading in primary schools,such as unclear understanding of the concept of whole book reading teaching,deviation in the positioning of whole book reading teaching objectives,blind selection of whole book reading teaching content,arbitrary guidance process of whole book reading teaching,and single evaluation of whole book reading teaching.Based on a detailed analysis of the above issues,it can be concluded that the main reasons are the heavy teaching tasks and limited energy of teachers,the lack of specialized training for teachers’ whole book reading teaching,the solidification of traditional teaching style,and the complexity and challenge of whole book reading teaching.Fifthly,optimization strategies are proposed to address the problems in the teaching process of whole book reading in primary school senior high school,including improving teachers’ cognitive level of whole book reading teaching,accurately positioning the teaching objectives of whole book reading,reasonably selecting the teaching materials for whole book reading,standardizing the design of the teaching process for whole book reading,and comprehensively conducting teaching evaluation for whole book reading.In order to provide specific suggestions for the teaching of whole book reading in the upper stage of primary school and provide inspiration for frontline teachers.