1. Xu Zhiwei who "consciously explores and breaks through in a difficult situation"? Chen wanni

1. 194 1 Ye Shengtao put forward the idea of "taking the whole book as the main body, supplemented by a single short chapter" in the article "On the revision of Chinese curriculum in middle schools". It can be seen that the phrase "reading the whole book" has a long history.

2. In the article "Reading the Whole Book from the Perspective of Chinese Curriculum", Wu Xinxin summarized it into four aspects, namely, expanding students' reading volume, improving students' reading taste, cultivating students' ability to choose their own reading content and creating a good reading atmosphere.

3. As far as Chinese is concerned, reading the whole book must use a variety of reading strategies to achieve good reading results. Not only do you need to choose reading strategies for different types of books, but the reading strategies used in different parts of the same book should also be different.

Second, the teaching practice of reading the whole book points to the development and promotion of thinking, Xu Feng

1. Until 200 1, the newly revised "Chinese Curriculum Standard" pointed out: cultivate students' extensive reading interest, expand reading scope, increase reading volume, and advocate doing less questions, reading more, reading good books, reading good books and reading whole books.

2. "The teaching value of the whole book is mainly reflected in four aspects: providing a relatively complete cultural field, promoting the gradual improvement of the cognitive process, promoting the comprehensive application of reading strategies, and bearing the advanced development of comprehensive ability."

Teacher Qian Menglong said, "Chinese class should really teach students to read."

Three, "the book reading guidance should pay attention to the goal, process and evaluation" Peng

1. Building certain learning scaffolding is the guarantee to support and help students learn effectively. Active scaffolding in reading mainly includes scaffolding for content understanding, scaffolding for reading methods, scaffolding for word learning and scaffolding for language skills.

Fourth, the book reading research triple light "full appointment".

1. In the process of reading the whole book, teachers should not only ask questions, but also encourage and guide students to ask questions from the reading text. By asking themselves questions, they can have a clearer understanding of what they are reading.

Five, "the book reading content order construction" Chen Fei.

1. There are two main ways to connect the whole book reading with the classroom reading teaching: one class and one unit.

Six, "the whole book reading should handle three pairs of contradictions"? outer city wall

1. As Professor Xu Peng said, "Reading the whole book should reflect the nature of the Chinese course. Chinese course is a comprehensive and practical course to learn the use of language and characters. As a formal learning activity, the whole book reading should also guide students to learn to use language comprehensively in various situations through rich verbal activities. " This is the proper meaning of "reading the whole book" in the sense of Chinese curriculum. In the teaching and guidance of "reading the whole book", front-line teachers should make clear the core task of "guiding students to learn to use language comprehensively in various situations", whether organizing discussion activities or guiding methods.

2. Deep reading is to enter the "whole book" with the attitude and method of thematic research and inquiry learning, while shallow reading is browsing reading, which only stays at the level of summarizing and grasping the contents of the "whole book".

3. Teacher Yu Dangxu thinks: "The essence of speculative reading is the dialogue between readers and works, in which understanding, reflection and assertion are reached. To establish a real dialogue, there must be two elements, one is a clear understanding, the other is a rational evaluation. First of all, we should rely on the ability of careful reading and comprehensive analysis of the text to understand the logic of the text itself; Then use your own logic to judge the logic of the text, to find * * *, or to find flaws through questioning, analysis, judgment and evaluation. "

Seven. What is the idea of the teaching orientation of the research group of "whole book reading" Cheng Lihua

1. As for the learning task group of "Reading and discussing the whole book", the new curriculum standard has a clear goal, "aiming to guide students to broaden their reading horizons, build their reading appreciation ability, develop good reading habits, promote in-depth study and thinking of excellent advanced culture, and form a correct world outlook, outlook on life and values."

2. The main task of teachers is to put forward the teaching objectives of special topics, organize students' activities, guide students to think deeply, discuss and communicate, and be good at discovering, protecting and supporting students' unique opinions in reading.

3. The design of the reading task of the whole book is not an encyclopedic summary, nor a simple generalization, but focuses on the overall development of the core literacy of Chinese, goes deep into the core of the book and finds things that are invisible on the surface; Or really put your own life experience into it and form your own reading experience and evaluation.

4. The cultivation of Chinese core literacy is inseparable from a large number of diverse readings, and the reading volume of various texts in the compulsory stage is not less than 6.5438+0.5 million words.

8. Teaching practice and thinking of "reading the whole book"? li po

1. At present, the concept of "reading the whole book" is not uniform. Judging from the current practical exploration and theoretical discussion, most researchers seem inclined to understand it as reading the whole literary classics.

2. Zheng Yinong of Zhejiang Normal University emphasized that "the whole book reading should strengthen the discipline consciousness" and "the whole book reading of Chinese discipline should correspond to the literary works written by writers". Lai Fenghua, a special-grade teacher in Beijing, also stressed that "literary classics are the crystallization of human self-knowledge, self-imagination and self-identity" when discussing the whole book reading. When discussing "reading the whole book", Yu Dangxu, a special-grade teacher in Shanghai, defined "book" as "a work with unique soul and temperament that is related to the author's life, which can be a complete literary work like Les Miserables or a philosophical work like The Republic." However, when it comes to the speculative reading and writing strategy of "reading the whole book", it also narrows the scope obviously, emphasizing that "the whole book mentioned in this paper is limited to literary masterpieces".

3. The author thinks that to accurately understand "reading the whole book", we must first define "reading the whole book". The author thinks that the "whole book" here is a complete book, which includes cultural classics, historical classics, philosophical classics, aesthetic classics and even psychological classics, as well as academic classics; It includes both novellas written separately and short stories compiled by the author himself.

4. "Reading the whole book" in the curriculum standard is by no means a one-way random reading behavior of students, but a teaching behavior led by teachers and participated by teachers and students. Students should never read casually, but should be able to understand, comprehend, appreciate, evaluate and even apply under the guidance of teachers.