Against the background of the Chinese Curriculum Standards for Compulsory Education (2022 Edition), which continuously emphasize Whole-Book Reading, cultural understanding, and the cultivation of core competencies in the Chinese subject, the Guided Reading section of Foreign Literary Classics in junior high school Chinese textbooks is increasingly becoming an important medium connecting in-class learning and extracurricular reading. Taking the Guided Reading section of Foreign Literary Classics in the unified edition of junior high school Chinese textbooks as the research object, this paper comprehensively adopts such methods as questionnaire survey, content analysis, interviews, and teaching observation to investigate its current teaching application. The survey subjects mainly came from junior high schools in Hangzhou, Wenzhou, Shaoxing, and other places, and a total of 97 valid student questionnaires and 48 valid teacher questionnaires were collected. The study finds that the current Guided Reading section has a relatively obvious basic guiding role in helping students understand the background of writers and works, grasp plot summaries, and extract character images and thematic ideas, and can reduce the threshold of reading foreign literature to a certain extent. However, it still has deficiencies in reading method guidance, support for cross-cultural understanding, the promotion of Whole-Book Reading, and the implementation of differentiated teaching. Based on this, the paper proposes that teaching should be optimized from such aspects as strengthening method guidance, supplementing cultural scaffolding, enhancing activity design, promoting whole-process connection, and implementing differentiated Guided Reading, so as to improve the exemplary significance and practical effectiveness of the Guided Reading section.

Chenjie Qian. A Study on the Teaching of Guided Reading of Foreign Literary Classics in Junior High School Chinese from the Perspective of Whole-Book Reading. International Journal of New Developments in Education (2026), Vol. 8, Issue 3: 73-80. https://doi.org/10.25236/IJNDE.2026.080311.

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