Lei Qiu, Guochun Zhao

(College of Education, Jiangxi Normal University)

Abstract：

As the top task group in high school Chinese language learning, whole book reading and discussion usually appears in the form of independent units in departmental textbooks, indicating its important position. This article attempts to clarify the basic properties of equality, interactivity, authenticity, and dialogue in the reading and discussion of the entire book, which determine the value pursuit and functional positioning of the reading and discussion of the entire book. In order to improve the quality of reading, teachers should be curriculum designers, reading guides, and facilitators of development throughout the entire book reading and discussion process. The role positioning of students should be active thinkers, deep interlocutors, and lifelong readers. Designing a learning task list before reading, providing targeted guidance during reading, and using multidimensional evaluation after reading are the core teaching strategies for reading and discussing the entire book.

Key Words：

whole book reading and discussion; role positioning; teaching strategy