Advancing Whole-Book Reading Teaching in Primary and Secondary Schools by Regional Instructional Cooperation: A Case Study of Yangzhong City in Jiangsu Province of China
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Abstract
For primary and secondary school students, enhancing reading skills at the basic education level is crucial for their lifelong linguistic and cognitive development. However, instructors may find reading teaching, particularly the teaching of whole-book reading, time-consuming and unproductive. This article is a case study of the possibilities of advancing whole-book reading education via regional instructional cooperation, citing the practices of Yangzhong City in China’s Jiangsu province as an example. It also highlights the implications of Yangzhong City’s experiences for popularizing regional instructional cooperation in Chinese language education across the nation.
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Whole-Book Reading, Instructional Cooperation, Primary and Secondary Schools, China
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