整本书阅读能够助力学生养成良好习惯、提升语文学科核心素养、推动教学效果优化。然而已有研究在对象上聚焦高中学段，在范围上缺乏某一具体焦点，在深度上对内容的挖掘不足。本研究聚焦第四学段，基于《朝花夕拾》个案对名著整本书阅读教学展开探索，旨在从《朝花夕拾》“这一本”走向初中名著整本书阅读教学“这一类”，找寻可资借鉴的共性策略。

本研究采用问卷调查法、访谈法，归纳初中名著整本书阅读教学存在的问题：缺乏顶层设计，教学节奏紧促；师生缺乏动力，伪阅读风盛行；内容解读表面，整体意识不强；教学方法传统，学生主体缺位；教学评价应试，缺乏过程监督。从教、学、评三方面分析问题产生的原因。

运用案例分析法，结合访谈，从十七篇《朝花夕拾》整本书阅读教学设计、实录中，针对性地挖掘解决问题所需的经验，总结出篇章内容串联、背景知识补充、鲁迅形象重构、语言艺术品鉴以及思想情感探析五个内容焦点与小组合作法、图文结合法、读写结合法三种高频方法。明确了四点仍需努力的方向：教学节奏仍显紧促；内容确定忽视学情，内容解读较为窄化；读书方法缺乏指导；评价方式几乎空白。

更进一步地，基于学情前测与文本解读，将挖掘出的经验运用到《朝花夕拾》整本书阅读教学设计与实施中。通过贯穿三周的“内容梳理，提炼思想主旨”“析人探言，明确情感投射”“分享展示，建构立体鲁迅”三课时，在覆盖教、学、评的全过程中，在真实的教学实践、反思中进一步细化经验，补充更为具体、可行的指南。

整合经验，提炼出初中名著整本书阅读教学的三大可行策略：第一，重视“教”的广度，以点带面实现内容重构。第二，强调“学”的深度，提供支架助力专题探究。第三，拓展“评”的宽度，路径督导促进习惯养成。

本研究以数据分析、案例比较为依托，以教学实践为基础，将理论与实践结合，体现了一定的创新性。提出的策略具有较强的可操作性，为初中名著整本书阅读教学提供了可供参考的路径。

The whole book reading can help students form good habits, improve the core quality of Chinese discipline, and promote the optimization of teaching effect. However, the existing researches tend to focus on the objects of high school and middle school, lack a specific focus in the scope, and lack of in-depth exploration of the content. Focusing on the fourth period, this study explores the whole book reading teaching of famous works based on the case of  "Zhaohuaxishi", aiming to find common strategies that can be used for reference from "Zhaohuaxishi" classics "this one" to the whole book reading teaching of junior high school famous works "this kind".

Using questionnaire survey and interview method, this study summarizes the problems existing in the whole book reading teaching of famous books in junior high school: lack of top-level design, fast teaching pace; teachers and students lack motivation, fake reading prevailing; content interpretation surface, overall consciousness is not strong; traditional teaching methods, the absence of students; exam-oriented teaching evaluation, lack of supervision process. The causes of the problems are analyzed from the aspects of teaching, learning and evaluation.

Using the method of case analysis, combined with interviews, this study aims to explore the experience needed to solve the problem from 17 teaching designs and records of the whole book reading of "Zhaohuaxishi". Five focal points are summarized: the connection of chapter contents, the supplement of background knowledge, the reconstruction of Lu Xun's image, the appreciation of language art and the exploration of thoughts and emotions.Three high-frequency methods are summarized: group cooperation method, graphic and text combination method, reading and writing combination method. Four directions that still need to be worked hard are clear: the pace of teaching is still tight; the content determination ignores the learning situation and the content interpretation is narrow; lack of guidance in reading methods; evaluation methods are almost blank.

Furthermore, based on the pre-test of learning situation and text interpretation, the excavated experience is applied to the design and implementation of the whole book reading teaching of "Zhaohuaxishi". Through the three lessons of "content combing and refining the main idea", "analyzing people and exploring words, clarifying emotional projection" and "sharing and display, constructing three-dimensional Lu Xun" throughout the three weeks, in the whole process of teaching, learning and evaluation, the experience is further refined in the real teaching practice and reflection, and more specific and feasible guidelines are added. 

Integrating experience, three feasible strategies for the whole book reading teaching of middle school classics are extracted. First, pay attention to the breadth of "teaching" and realize the content reconstruction from point to area. Second, emphasize the depth of "learning" and provide support to help thematic inquiry. Third, expand the width of "evaluation" and promote the habit formation through path supervision.

Based on data analysis and case comparison, this study combines theory with practice on the basis of teaching practice, which reflects certain innovation. The proposed strategies have strong operability and provide a reference path for the whole book reading teaching of middle school famous books.