Research On Whole Book Reading Teaching Strategy Of Junior Middle School Chinese Under Situational Teaching Theory

Reading the whole book is one of the six tasks of Chinese in the stage of compulsory education.Reading the whole book requires students to have comprehensive reading ability,which plays an important role in Chinese teaching.For many years,Chinese reading teaching has been based on single text teaching,and gradually develops to group text teaching.The whole book reading teaching is still in the exploratory stage,and there are some teaching problems troubling the front-line teachers.The new curriculum standard proposes to create real and meaningful situation,which reflects the consciousness of using situation to solve problems.The application of situational teaching theory is conducive to improving the efficiency of the whole book reading teaching,helping students to actively accept the learning content and deepen their understanding of the text,and also enabling students to improve their comprehensive quality in the context and improve their core quality of Chinese.Therefore,under the theory of situational teaching,this thesis discusses the effective reading strategies of the whole book,and strives to provide ideas and references for the whole book reading teaching strategies of junior middle school Chinese.This thesis consists five parts.The introduction part discusses the research background and significance,combs the theory of situational teaching and the teaching strategy,and summarizes the literature of the whole book reading teaching under the theory of situational teaching,determines the research ideas and methods,and finally defines the concept of situational teaching,the whole book reading and it teaching.The first chapter is the investigation and problems of the whole book reading teaching of Chinese in junior middle school under the theory of situational teaching.The survey adopts the questionnaire method.Through analyzing the questionnaire of W Middle School in S City,it is found that there are four aspects of the problems in the whole book reading,which are as follows: Students lack interest in reading books,students lack communication and discussion on reading the books,the whole book reading teaching under situational teaching stays at a shallow level,and teachers have a low sense of evaluation on the whole book reading.The second chapter makes an attribution analysis of the above problems,which are as follows: lack of situation suitable for reading the whole book,limited opportunities for discussion around the reading content of the whole book,lack of deep thinking about the reading of the whole book,and the teaching evaluation mechanism of the whole book reading is not scientific and reasonable.The third chapter puts forward solutions to the above problems,which are: create and life situations,stimulate students’ reading interest,activity situations,guide students to communicate and share the whole book reading feelings,problem situations,trigger students’ deep thinking,evaluation situations,and improve the whole book reading evaluation system.The fourth chapter is about the teaching design and teaching reflection of "Rickshaw",hoping to provide help for the whole book reading teaching.