Exploration On Practices Of Learning Tasks Design For Reading Teaching In Primary Schools

At present,many teachers take learning goals as learning tasks,thereby leading to a bias of learning tasks against reality and its implementation obstacle.Although the students will obtain learning tasks from the teaching in actual language classroom,but these tasks are always not systematic and specific.Therefore,against such problems,in this paper,an analysis and exploration was conducted on the teaching records of Teacher Yu Yongzheng about learning tasks,and an elaboration was performed to explain the essence of learning tasks according to the existing research results.At last,based on these,this paper concluded referenceable experience and existing problems for learning tasks,thereby offering guidance for modern-day language teaching.The main part of this paper is to study the practices of Teacher Yu Yongzheng on reading and learning tasks of primary school students.First of all,according to the thoughts and hypothesis of psychological and pedagogic fields,this paper clarifies the meanings of three types of learning tasks,and sums up the characteristics of three types of learning tasks.Rule-based learning tasks have explicit,verbal and regular characteristics;integrated learning tasks have characteristics of randomness,representation and life-orientation;while learning situation-based learning tasks have characteristics of dynamics,objectivity and diversity.There are characteristics differences and corresponding emphasis distinguishment among these three types,which restricted our study direction and theoretical rationale for the case analysis in this paper.Furthermore,from the perspectives of "rule-based learning tasks","information-integrated learning tasks" and "learning-situation based learning tasks",through the collection of teaching records and analysis on teaching designs,the relevant materials are classified,sorted and integrated,so as to embody the indispensability of learning tasks in design of teaching.At the same time,this paper points out the necessity of the teaching reform from the theoretical level,and makes a theoretical analysis from the request of the New Curriculum Reform and Comprehensive Development View for Students.Based on a comprehensive research on teaching records of Teacher Yu Yongzheng about reading and learning tasks for primary school students,and through a comprehensive analysis and induction,the nature of learning tasks are explained.Finally,according to the unresolved issues embodied in famous teachers' teaching records and front-line educators' teaching practices,the enlightenments for three types of learning tasks are summarized.In conclusion,the following results are obtained through the above research: first of all,for rule-based learning tasks,teachers should effectively use the verbal guidance and highlight the students' consciousness in the learning process,only the combination of learning and practice can help students to complete the rule-based learning tasks.Secondly,in the information-integrated learning tasks,a sorting should be performed for teaching materials,and the focus should be determined based on the conjunction of task and life.Finally,in learning situation-based learning tasks,the persistence of interest should be maintained,a classroom that can embody the student's subjectivity is indispensable,so as to change the teacher's functions.There still are many problems in the clarification of teaching tasks for Chinese teachers.For example,the learning tasks are always easy to be confused with the learning goals.Because the requirements for teachers on distinguishment between tasks and goals are put forward relatively lately,so there is a lack of excellent experience and mature mechanism for both the task setting and implementation.Therefore,matured experience of some excellent teachers should be learned to improve the status of task design and implementation for Chinese teachers.