A Study On The Current Situation And Countermeasures Of Whole Book Reading Teaching In Rural Middle Schools In The Context Of "Double Reduction"

The Language Curriculum Standards for Compulsory Education(2022 Edition)sets out an extended learning task group on ’Whole Book Reading’,which encourages junior secondary students to actively read masterpieces and construct whole book reading experiences,demonstrating the significance of whole book reading in language teaching.However,there are still a lot of problems that need to be solved in the teaching of whole book reading in rural areas,such as students’ lack of reading quantity and depth,lack of reading initiative,teachers’ lack of experience in whole book teaching and the weak reading awareness of rural society as a whole,all of which in effect hinder the development of whole book reading teaching in rural middle schools.The current policy of "double reduction" of whole book reading teaching in rural junior high schools can improve the current problems in reading teaching to a certain extent.This paper uses a questionnaire survey to understand the dilemma and current situation of whole-book reading teaching in rural middle schools,and proposes feasible teaching strategies for whole-book reading teaching in rural middle schools in the context of the "double reduction" policy.The paper consists of the following four parts:The first part,an overview related to whole books and whole book reading.The concepts related to whole books and whole book reading are defined theoretically,and the scope of whole book reading teaching in junior secondary languages is clarified.The second part is a survey on the current situation of whole book reading teaching in rural middle schools in the context of "double reduction".The main problems include low interest in reading among students,insufficient motivation to read,insufficient reading resources,lack of systematic experience of whole-book reading teaching among teachers,lack of professional teaching and research scholars in schools,weak reading awareness among rural residents,and an unpromising overall reading environment in society.The main problems include students’ low interest in reading,insufficient motivation to read,and insufficient reading resources available;teachers’ lack of systematic experience in whole-book reading teaching,lack of professional teaching and research scholars in schools;weak reading awareness in rural areas,and an unpromising reading environment in society in general.The third part of the study is about the construction of strategies for whole book reading teaching in rural junior high schools in the context of "double reduction".In view of the current situation and problems of whole-book reading teaching,it proposes refined teaching strategies to cultivate the reading habits of rural junior high school students,improve teachers’ reading teaching ability and build a strong reading atmosphere at home and school.The fourth part,the presentation of the whole book reading teaching programme design.Taking Jane Eyre as an example,we design the implementation plan of whole book reading teaching from the aspects of learning situation,teaching environment and requirements of the standard.