Of the problem

Identified the problems in teaching non fiction whole book reading in primary school English, such as unclear teaching positioning, unclear goals, and confusing teaching logic. These problems mainly stem from the lack of unified curriculum requirements and systematic teaching references, resulting in fragmented teaching implementation. The article emphasizes the need for teachers to establish curriculum awareness, clarify teaching and educational objectives according to the requirements of the new curriculum standards, select teaching materials, design organized and structured teaching processes, and adopt performance evaluation methods to cultivate students' reading literacy and scientific literacy.

Practice of constructing whole non fiction books

Under the guidance of the new curriculum standards, an in-depth exploration has been conducted on the construction practice of non fiction whole book reading courses for primary school English. Firstly, based on the core competency objectives of the new curriculum standard, the overall goal of the non fiction whole book course has been established, emphasizing the clarity and specificity of the course objectives to guide the design and development of course content, teaching methods, and evaluation. The course objectives include knowledge and abilities, processes and methods, emotional attitudes and values, etc.

conclusion

Constructing a whole book reading curriculum can help teachers examine teaching reforms from an educational perspective, implement the new curriculum standards, and enhance students' literacy in reading and writing. Curriculum construction needs to consider national curriculum, student differences, and teacher understanding, and requires continuous improvement through multi-party cooperation.