Research On The Teaching Strategy Of The Whole-Book Reading Of Chinese In Higher Grades Of Primary School Pointing To Deep Learning

In 2022,the Ministry of Education issued The Chinese Curriculum Standards for Compulsory Education(2022 edition).The whole-book reading learning task group’s proposition has garnered considerable attention in the academic community and has emerged as a prominent research topic.In the domain of Chinese education,the wholebook reading teaching has emerged as a central area of focus.It is an essential pathway to help students cultivate fundamental knowledge and skills of listening,speaking,reading,and writing,improve their language learning abilities and levels,and deepen their emotional experiences.The concept of deep learning is highly compatible with the educational concept required by the current new curriculum reform,and can offer theoretical backing for the teaching of Chinese courses.At present,given that the theoretical and practical studies of whole-book reading teaching are not yet fully developed,exploring and researching the whole-book reading teaching in higher grades of primary school based on deep learning will help students’ comprehensive development of Chinese core literacy,and advance teachers’ pedagogical expertise,as well as facilitate their professional growth.The main research methods utilized in this study are literature study,lesson analysis and interview.The aim of this study is to investigate the current state of the teaching of whole-book reading and to propose teaching strategies for whole-book reading in higher grades of primary school pointing to deep learning,guided by deep learning theory.The study is divided into six main parts.The introductory section of this study primarily introduces the origin and significance of this research,and employs a literature review methodology to systematically synthesize and comprehensively analyze pertinent literature on deep learning and the whole-book reading teaching,so as to acquire an understanding of the situation of the research in this field,form rational insights,and clarify the research ideas.The second part defines the fundamental meaning of whole-book reading teaching in higher grades of primary school pointing to deep learning.Building upon rational insights gained from the literature review,this section elucidates the fundamental implications of deep learning and whole-book reading teaching.Furthermore,it expounds on the concept of whole-book reading teaching in higher grades of primary school pointing to deep learning.The third part examines the necessity and feasibility of the whole-book reading teaching in higher grades of primary school pointing to deep learning.Firstly,this study investigates the internal connections between deep learning and whole-book reading teaching in higher primary grades through four distinct perspectives: content orientation,teaching process,goal pursuit,and evaluation system.This study subsequently investigates the imperative of incorporating whole-book reading instruction in higher primary grades by examining the importance of deep learning for whole-book reading teaching and the role of whole-book reading teaching in fostering deep learning.Finally,this paper analyzed the potential and value of applying deep learning to whole-book reading teaching in the higher grades of primary school,based on the features of wholebook reading,and the cognitive characteristics of higher elementary students.The fourth section is an analysis of the current situation of whole-book reading teaching for the higher elementary students pointing to deep learning.Through conducting interviews and analyzing lessons,the objective of this part is to investigate the accomplishments and obstacles associated with the present approach to whole-book reading teaching in higher grades of primary students.On the one hand,the whole-book reading teaching in upper primary grade levels has yielded the following accomplishments: the significance of whole-book reading teaching has been acknowledged,and the pedagogical approach of deep learning has been incorporated into the teaching,and there has been an improvement in students’ abilities for deep learning.On the other hand,the current teaching also faces the following issues: cognitive biases in teaching goals,arbitrary selection of teaching content,a lack of depth in the teaching process,and the teaching evaluation tends to be formalistic.Part five,analysis of the causes of problems in whole-book reading teaching for senior primary school students pointing to deep learning.Based on the problems,this study believes that the main reasons for the problems in whole-book reading teaching for senior primary school students are as follows.According to the perspective of teachers,the primary factors can be attributed to lacking understanding and application of deep learning principles,insufficient proficiency in employing whole-book reading materials,and inadequate analysis of student needs.Moreover,from the perspectives of both family and school,the school has not adequately valued whole-book reading teaching,while the family lacks a conducive reading atmosphere.From students’ perspective,the main reasons are due to the constraints of cognitive ability of higher grades students and the existence of negative reading psychology.Part six focuses on the construction of effective teaching strategies for whole-book reading at the upper primary grade levels pointing to deep learning.Pointing to deep learning,this study presents a set of teaching strategies for whole-book reading at the upper primary grade levels,focusing on four key areas: content selection,formulation of teaching objectives,the teaching process,and evaluation based on teaching practice.First,achieve multiple correlations to determine comprehensive teaching goals.Second,make multidimensional integration to select valuable teaching content.Third,design a teaching process with depth by three-dimensional propulsion.Finally,implement deep evaluation to conduct effective teaching assessments.