Research On The Strategy Of Project-based Learning In Chinese Whole Book Reading Teaching In Junior Middle School

Chinese Curriculum Standards for Compulsory Education(2022 Edition)has listed the reading of the whole book as one of the learning task groups,which has also been attached importance by scholars in the education field.It is found that project-based learning can enhance the depth and breadth of the whole book reading.Therefore,project-based learning has become a deep and feasible teaching mode for front-line teachers to promote the whole book teaching.This topic uses literature analysis and questionnaire survey to carry out research.First of all,with CNKI database as the main literature source,this thesis sorts out and analyzes the research status of project-based learning,whole-book reading teaching and the application of project-based learning to Chinese curriculum.Based on the comprehensive review of the research results,this thesis defines the core concepts and theoretical methods of this research,and puts forward the background,purpose and significance of the research.The text revolves around three parts;The first chapter covers two parts.The first part explains the feasibility of project-based learning in the whole book reading teaching from two aspects: the requirement of curriculum standard in compulsory education stage and the essential commonality of project-based learning and the whole book reading teaching.Secondly,the questionnaire is used to understand the current situation of students’ reading of the whole book,verify the current situation of reading teaching of the whole book and teachers’ cognition and use of project-based learning,so as to put forward targeted suggestions.Chapter two,based on the analysis of the survey results of the previous chapter,summarizes the existing problems of teachers and students respectively and makes attribution analysis.In the aspect of students,there are some problems,such as insufficient reading quantity,improper reading methods and students’ lack of autonomy.Teachers face certain issues,including insufficient reading,such as lack of reading guidance,lack of recognition of project-based learning,poor implementation of project-based learning,few reading communication activities,and lack of scientific and effective evaluation system.Then the problem in-depth analysis,explore its causes.The third chapter mainly aims at the problems and attribution analysis of the whole book reading teaching and project-based learning in junior middle school Chinese,and puts forward the implementation strategies of project-based learning in the whole book reading teaching of junior middle school Chinese from the aspects of strengthening project cognition,clarifying reasonable project learning objectives,exploring project themes,creating project reading results,communicating and evaluating project results.In the conclusion part,we summarize the whole thesis,make clear the shortcomings of the research,and look forward to the future.