“整本书阅读”是当前高中语文课程中非常重要的一部分，近几年在初中语文界也展开了相关的教学研究和实践。但根据笔者以往的两次实习经历，“整本书”的相关理念在大多数初中并未得到正确的落实。因此，为了完整地掌握当前初中阶段整本书阅读开展的真实情况，了解整本书阅读实施存在的问题，笔者以实习所在的深圳市某初中的《昆虫记》整本书阅读过程为个案进行了调查研究。本文的研究方法主要为观察法和问卷调查法，一方面观察并记录《昆虫记》整本书阅读在班级推进的全过程，包括师生的课堂表现、学生在相关活动中的参与程度和学习状态等等，另一方面通过问卷掌握学生的阅读量、阅读兴趣等，据此分析教师的教学效果及存在的问题。

本文首先梳理了整本书阅读自叶圣陶先生提出以来在历年课程标准（教学大纲）中的发展过程，又结合我国现行语文课程标准中的相关表述以及几位语文教育专家的观点，从中学语文学科的角度对整本书、整本书阅读的概念进行了界定，同时分析出了在初中阶段开展整本书阅读的理论基础：格式塔心理学、建构主义、人本主义和对话理论。接着，总结出了科普作品《昆虫记》整本书阅读的四方面教学价值：同类作品的阅读判断与阅读选择、科学知识与科学精神、人文关怀、文学价值。然后，对《昆虫记》整本书阅读实施全过程进行了记录，并通过问卷调查了学生阅读量、阅读兴趣等诸多方面的表现情况。

以此为依据，本文得出了以下结论：首先，当前的初中整本书阅读存在着不以为意、力不从心、半途而废、浅尝辄止四大问题，这些消极表现的背后是课程与考试、教师教学、家庭与学校等多方面因素的影响。因此，笔者接着从课程层面、教师层面和家校层面分别提供了有针对性的改进建议，期望能为整本书阅读在初中阶段的顺利推进献出微薄之力。最后，笔者分析了部分人排斥“整本书阅读”实施的原因：一是对“整本书阅读”的概念、目标、价值定位等认识不清，二是缺乏成熟的操作指引和评价规范。

"Whole book reading" is a very important part of the current senior high school Chinese curriculum. In recent years, relevant teaching research and practice have been carried out in junior high school Chinese circle. But according to the author's two previous internships, the concept of "whole book" has not been correctly implemented in most junior high schools. Therefore, in order to fully grasp the real situation of the whole book reading in the current junior high school stage and understand the problems existing in the implementation of the whole book reading, the author takes the whole book reading process of insects in a junior high school in Shenzhen as a case study. The main research methods of this paper are observation and questionnaire survey. On the one hand, we observe and record the whole process of reading insects in class, including teachers and students' classroom performance, students' participation in related activities and learning status, etc. on the other hand, we can master students' reading quantity and interest through questionnaire, Based on this, the paper analyzes the teaching effect and existing problems of teachers.

This paper first combs the development process of the whole book reading in the curriculum standards (Syllabus) over the years since Mr. Ye Shengtao put forward it. Then, combined with the relevant expressions in China's current Chinese curriculum standards and the views of several Chinese education experts, it defines the concept of the whole book and the whole book reading from the perspective of middle school Chinese discipline, At the same time, it analyzes the theoretical basis of the whole book reading in junior high school: Gestalt psychology, constructivism, humanism and dialogue theory. Then, it summarizes the four teaching values of the whole book: reading judgment and reading choice of similar works, scientific knowledge and scientific spirit, humanistic care and literary value. Then, it records the whole process of the whole book reading, and investigates the students' reading quantity, reading interest and other aspects through questionnaire.

Based on this, this paper draws the following conclusions: first of all, there are four major problems in the whole book reading of junior middle school, which are not satisfied, unable to do well, giving up halfway, and trying to stop. Behind these negative performances are the influence of many factors, such as curriculum and examination, teacher teaching, family and school. Therefore, the author then provides targeted improvement suggestions from the curriculum level, teacher level and home school level, hoping to contribute to the smooth progress of the whole book reading in junior high school. Finally, the author analyzes the reasons why some people reject the implementation of "whole book reading": one is the unclear understanding of the concept, goals, and value positioning of "whole book reading"; the other is the lack of mature operating guidelines and evaluation norms.