Research On The Reading Teaching Of The Whole Book Of Rural China Based On Intertextuality Reading Method

As one of the high school Chinese learning task groups,"Whole Book Reading and discussion" aims to guide students to expand their reading vision,construct reading experience,form reading methods,improve reading ability,develop reading habits,and deeply study and think about the excellent traditional Chinese culture by reading the whole book.The learning content includes novels and academic works.Rural China is one of the compulsory academic works designated as the compulsory Chinese textbooks in high school.However,from the perspective of the reading teaching status of the whole book of Rural China,there are some problems in the reading of the whole book of Rural China,such as insufficient reading teaching depth,poor reading teaching effect,single reading teaching strategy and imperfect evaluation system.It is of practical significance to study the teaching strategy of reading the whole book of Rural China to improve the core literacy of Chinese subject in senior high school.Through literature review,this paper finds that intertextuality reading teaching is closely related to the reading of the whole book of Rural China.The characteristics of pleasure,interpretation,inclusiveness and integration of intertextual reading teaching have obvious advantages in improving students’ reading interest and depth,reading resources and teachers’ professional development in the whole book of Rural China.Therefore,this paper puts forward the teaching strategy of reading the whole book of Rural China based on intertextuality reading method.Based on the learning objectives and requirements of the "Whole Book reading and discussion" learning task group,this paper sorts out relevant literature on the reading teaching status of Rural China,and finds that high school students have some problems in reading the whole book of Rural China,such as low interest,lack of depth and single strategy.Based on the questions,this study conducted multiple rounds of interviews with two behavioral subjects of teachers and students respectively,focusing on the four dimensions of reading teaching behavior,time,ability and evaluation of the whole book.The interview found that the teachers’ low teaching consciousness,less teaching time,insufficient teaching ability and imperfect evaluation system were the main reasons for the poor teaching effect of the whole book of Rural China.Based on the analysis of the causes of the dilemma,this paper puts forward the teaching strategies of intertextuality reading from the four aspects of reading consciousness,time,ability and evaluation of the whole book of Rural China,including teachers’ improving teaching consciousness and actively enriching theoretical knowledge.Teachers plan teaching time and reasonably arrange reading time;Teachers to improve professional ability,overall planning of teaching process;Teachers adopt multiple evaluation to improve the reading evaluation system.In order to verify the effectiveness of the above strategies,this paper carries out the case practice of intertextuality reading teaching in Rural China.Through the analysis of teachers’ teaching reflections and students’ feedback,it is found that intertextuality reading teaching is helpful to implement the reading teaching of the whole book of Rural China into the classroom,and then help students gain the pleasure of reading academic works,master the intertextuality reading method initially and cultivate students’ core literacy of Chinese subject.To sum up,the research conclusions of this paper are as follows: Applying intertextual reading teaching in the reading of the whole book of Rural China to improve students’ awareness of text correlation and reading the whole book is helpful to stimulate high school students’ reading pleasure;Improving teachers’ ability of resource development and utilization is helpful to promote students’ in-depth reading.Teachers’ reasonable planning and arrangement of teaching time is helpful to supervise students’ reading behavior;Teachers improve the reading evaluation system is helpful to check and strengthen the reading effect of students.In conclusion,the application of intertextual reading teaching method in the reading teaching of the whole book of Rural China can provide students with auxiliary reading resources,enhance students’ reading interest and depth,improve students’ reading behavior and reading strategies,improve the reading effect of the whole book of Rural China,and cultivate students’ core Chinese literacy.