1. What is the significance of reading the whole book? "How can we cultivate their reading habits without teaching them to read the whole book?" It can be seen from this sentence that reading the whole book is very important, because reading the whole book can form reading habits. Specifically, reading the whole book can expand reading space, apply reading methods and develop reading habits. ? Reading the whole book is more meaningful to students. ? 1. development language. ? Reading the whole book can expose students to a large number of works. Rich language materials help students to absorb according to their own preferences. There is an interesting phenomenon that students don't like to imitate their favorite language forms. When reading a writer's works at a certain stage, there will be traces of imitation in students' diaries, and this imitation is not conscious, but subconscious. ? 2. Exercise your thinking. ? By comparing similar works by different authors, different works by the same author, and some characters in different works, such as the prince and princess in fairy tales and the wise old people in different works, students can "stretch" and "evaluate" their works through material reorganization, and finally realize "creative" reading. Students can make new thinking and judgment through comparison, so that their thinking is deeper. ? 3. enrich the experience. ? The whole book carries a wealth of cultural information. Students will naturally be influenced by culture in the process of reading. The more languages students taste, the richer the culture they accept and the greater their influence. Students' language, thinking and vision have been developed, and they can gain more emotional experience in reading. The process of reading the whole book must include intellectual education and moral education, and it is always accompanied by the process of language learning. No matter what language carries or language itself, it has irresistible beauty factors. The beauty of language and language itself are shared by students. When they are accepted by students, their aesthetic level will continue to improve. ?

Second, the choice of the whole book? The whole book can be selected from three angles, one is to improve students' knowledge, the other is to cultivate students' reading ability, and the third is to open wisdom, enlighten the soul and inherit civilization. Teachers can choose from these three angles according to their own needs. ? Choosing the whole book should be based on the principle of combining east with west and combining ancient with modern. It can be recommended by book reviewers, but the most important criterion is whether children like it or not. Therefore, teachers must read the whole book before choosing it, and then recommend it to students. ? Choosing the whole book, both teachers and students have to go through a process of self-judgment. Different publishers and book reviewers will recommend different bibliographies, all of which have certain limitations. The books appearing in these bibliographies can be read by students first. Bibliography is not static, so we should always pay attention to changes. The general anthology, with different authors and different forms, is suitable for students who have just started reading the whole book. Some selected books list the works from which the selected text comes, so when reading selected books, students should be consciously guided to read the original works. If students' reading appreciation ability is improved, they can choose according to students' interests, teachers' guidance and the value of their works. ? Choose the whole book, or you can combine the contents of the textbook. The column "Extracurricular Bookstore" in the experimental textbook of curriculum standard of People's Education Edition recommended the whole book related to this unit to students, and teachers can selectively let students read it. Teachers can also contact the content of the text for extended reading. How many books can you read in a semester? The amount of reading should not be uniform, but should be based on the actual situation of students. Students in Grade One and Grade Two have limited reading ability. At first, they need teachers to read to their students, but they will read more often. There may be more than a dozen picture books read in a semester. In the third and fourth grades, in order to cultivate good habits and teaching methods, you may read slowly and choose fewer books. There are two or three books in a semester. After several years of training, the fifth and sixth grades have improved their reading ability, read faster, read more and have a wider range. They can choose one book a month, so they can read four or five books that semester. Of course, this figure is within the scope of "reading the same book" between teachers and students, excluding the number of students who read freely. Students with reading interest and reading ability will read more.

Third, the guidance of reading the whole book? "If the skimming textbook is a whole book, students are required to report and discuss the practical experience of reading a certain part of that book in each skimming class; Read the whole book, and then make a general report and general discussion on the whole book. " Discussion is an important link in the whole book reading guidance, which can not only deepen students' understanding of books, but also cultivate students' continuous reading interest. To organize primary school students to discuss the whole book, we should start with the plot and pay attention to students' interest and emotional edification. The key to reading the whole book is the whole. When discussing and communicating, we should not neglect the whole because of the handling of individual places. We should not only pay attention to students' individual experience, but also dig out the details, which will affect the whole body and promote students' understanding of the whole book. ?

(a) according to the age characteristics of students? Suitable for junior students. Let the teacher read it to them first. When students have a certain reading ability and can read with the help of Pinyin, teachers let go in time, so that students can feel that they can read like adults, have a sense of accomplishment and maintain a lasting interest in reading. The focus of reading discussion should be plot, characters, reading interest, etc. Combine the works with life topics: "find the shadow of life from the book", "find your own or others' preferences from the book", "find out the special features of the characters in the book" and "talk about the idea of giving gifts"; Extend the topics of Chinese learning: "lengthen the story", "what new words have you learned from reading", "find out the characteristics of books" and "introduce good books" ? Middle school students can completely teach themselves to read. Teachers should design reading reports to help students master the main contents of reading materials. At the same time, guide students to discover the details in the reading materials and let them pay attention to the psychological changes of the characters. The focus of the discussion is the details and the feelings we get from them, such as telling funny plots in the story, telling some unusual people, and interpreting the characters in the book from different angles. We can talk about Chinese learning, such as reading a book from two different angles, understanding our own reading strategies and reading difficulties, talking about words and metaphors that describe sounds and colors, talking about two different personification methods, talking about methods that describe old people or special people, talking about writing methods that describe the process of doing things, and talking about the author's special tone. Diversify the discussion and enrich the reading activities. ? For senior reading, teachers can design slightly complicated reading reports, or students can design them themselves. Teachers guide students to discuss deep-seated problems, such as comparing different works of the same writer, exploring some unique works, comparing their childhood with the author's childhood, talking about food culture and related vocabulary, talking about the relationship between the elderly and children, and discussing the characteristics of fantasy novels and fantasy novels. ?

(2) according to the characteristics of reading materials for guidance? The main genres of reading materials in primary school: picture books, fairy tales, nursery rhymes, children's poems, essays, novels, scientific and technological works, etc. Picture books and novels are whole books, and nursery rhymes, children's poems, essays and scientific and technological works often appear in the form of "collections". Different genres have different characteristics, and teachers should be able to grasp the characteristics of genres for guidance. ? Picture books are not only for junior students, but also for the whole primary school students and even adults. Picture books can be divided into word books and word books. Students can read picture books without words directly, and students can read stories by reading pictures and get infected. For picture books with tortuous words, such as You Look Delicious, teachers can tell stories while putting pictures, and stop at the critical point of the story for students to imagine and think. A sensational picture book like My Dad's Name is Jiao Ni will ruin the atmosphere of the story if it stops. The teacher can speak from beginning to end, and then design activities for students to discuss. ? Fairy tales such as Andersen's Fairy Tales and The Next Port of Sailing are all made up by the same author. Some are collections of fairy tales edited by different writers. Teachers can focus on classic parts, such as Ugly Duckling, or choose fairy tales that students are interested in to discuss, and the rest are read by students themselves. When reading fairy tales, we should guide students into the fairy tale situation and try not to pull them back to the real scene during reading. When designing discussion topics, students should also stand in the perspective of the characters in fairy tales. Contact the students' real life after full discussion. ? Children's poems express children's thoughts and ideas in a child's tone. Seemingly simple sentences can create a novel world. There are different types of children's poems. Knowing the type of poetry is not the most important thing, but it is important to let students feel the happiness brought by poetry. Children's poetry collections are generally selected classics, such as Oak. Teachers should guide students to do the following work: understand the meaning of poetry; Picture a poem; Understand the taste of poetry; Appreciate the artistic conception of poetry; Taste the language of poetry. The interest and language of children's poetry should make students feel it. Nursery rhymes are full of children's interests and language features. Students can often recite it after reading it several times, and teachers should guide them according to these characteristics. ? Read essays such as "Little Star in the Distance". At the beginning of reading, students will only see one article after another. After reading, guide the students to see under what theme these articles are placed. If these articles are discussed under such a theme, students' understanding will be rich and profound, their feelings and gains will be more than those of a single article, and their thinking angles will become much more. Each composition has its own characteristics, some of which are concise and clear, and appear in the form of items, such as "10 1 what every child should do"; Some have profound meanings, such as "a fallen leaf"; Some are full of children's interests, such as fantasy, and teachers should guide students to pay attention to language characteristics. ? Fiction is the main body of reading the whole book. Children's novels can be divided into initiation stories, humorous stories, animal novels and science fiction. Teachers can give guidance according to different types. Bildungsroman pays attention to heart, humorous stories pay attention to language, animal novels pay attention to plot and image, and science fiction pays attention to imagination. Because the plot of the novel is complete and the characters are typical, it is easy to design a discussion topic, which can not only discuss the characters' personality, but also discuss the language characteristics. Through communication, students feel that there are still many details that have not been discovered and experienced, and they are interested in continuing reading. Questioning and thinking about practical problems is the focus of communication. ? Scientific and technological works are generally descriptive genres, such as insects. Teachers guide students to understand the content first, and then grasp the characteristics of the exposition itself. Generally speaking, there are the following key points: grasping the characteristics of things and understanding the ideological content; Clarify the explanation sequence and master the structural characteristics; Study explanation methods and learn writing skills; Experience the characteristics of language and enhance the ability of expression. ?

(3) Guided by the laws of reading itself? According to the six-level reading ability system theory, reading ability includes six ability elements: repetition, explanation, reorganization, extension, evaluation and creation. Repetition, explanation and reorganization are "the process of objectively understanding, analyzing and summarizing the original chapter, closely following the original chapter, and accurately understanding and restoring the author's thoughts." Stretching, evaluation and creation are all "subjective cognition". Through reasoning, imagination, speculation, critical thinking and creativity, the content of the chapter is extended and expanded, the content and expression of the chapter are evaluated, and original opinions are put forward to further process the chapter. Based on and beyond the original chapter. "Teachers can adopt different reading strategies according to their reading level. ? After reading a book for the first time, students can repeat the content. The teacher shows some sentences and asks students to explain the meaning of words and superficial sentences in their own words. Ask questions about words that play an important role in understanding the whole book or chapter. The problem of sentence design with complex structure and difficult vocabulary. This belongs to the category of retelling and explanation. ? Reorganization allows students to read the report form, analyze the content relationship, extract important information and summarize the main significance of the book. Get specific information from one or more places in the book. For example, summarize the contents of the whole book and find the main expression skills of the whole book. You can also recommend other books by an author, or books of the same type as this one. For example, after reading Pippi Longstocking, I recommended another book by Lin Gelun, Carlson Dumbo, and Peter Pan by James M. Barry, so that students can compare the similarities and differences among Carlson, Peter Pan and Pippi. Students will discuss after reading, open the reading channel between books, and let different characters establish contact in students' hearts. ? Stretching is to find out the hidden information and infer the deep meaning on the basis of understanding the surface meaning of an article. For example, in the reading exchange of Grass House, I asked a question: Except Aidit and Medicine, why do other chapters end with ellipsis? There are two complete chapters, one is that grandma Qin, the hero, died, and the other is that Sang Sang, the hero of Yao and Liao, recovered. At the end of other chapters, ellipsis leaves room for imagination, as if every hero has a story. ? Evaluation is based on understanding the meaning, commenting on people and ideas, and appreciating language expression. For example, in Pippi Longstocking's reading exchange, the teacher first asked questions about Pippi's performance at school: If you were Pippi's teacher, what would you do to Pippi? After the students fully expressed their opinions, the teacher asked: If you were Pippi, what kind of teacher would you like to have? Let the students discuss it again. One last question: Why are you different from the teacher you want? Through this question design, students can evaluate the works and the characters in the works. ? Creativity is to find new ideas to solve problems, propose new methods to write articles, or use the information read to solve practical problems after understanding the meaning. Put forward innovative methods and viewpoints to solve problems, choose new topics for the book, put forward new expression skills, rewrite sentences, and flexibly use the information read to solve related problems. ? The age characteristics of students, the characteristics of the works themselves and the elements of reading ability are closely linked and cannot be separated artificially. A good reading guide should, like an excellent work, hide all utilitarian purposes behind rich reading activities. The main body of reading is students, so that students can gain their own experience through reading communication, so that reading will be more touching and lasting.