Operational Research Of High School Chinese In The Field Of Chinese Core Literacy : A Case Of "reading And Discussing The Whole Book" In Chengdu Z School

Throughout the history of Chinese language education,the idea of "the whole book reading and discussion" has a long history,but it still faces many difficulties in the practical teaching.With the advance of the new curriculum reform in 2017,"The Chinese Key Competencies" and "The Learning Task Groups" have gradually become a hot spot of research.Thinking about how to use "The Chinese Core Literacy" as a theoretical basis,and “The Learning Task Groups ”as a measure,to achieve the goal of optimizing the teaching situation and improving teaching efficiency is a problem that every educator must solve drastically.First of all,thinking on the necessity and teaching value of "the whole book reading and discussion".By comparing "the whole book reading and discussion" with "individual teaching",the author clarifies its basic features and value orientation;By combing the specific requirements of "the whole book reading" : "Objective principle,situational principle,autonomy principle,timeliness principle,humanism principle,openness principle and systematic principle",in order to determine the rich teaching function.Secondly,empirical research.According to four dimensions of “language,thinking,aesthetics,culture”,the author makes a questionnaire to scientifically analyzes that high school Chinese teachers are “accustomed to keep reading contexts,lack the creation of reading contexts,blur the specific characteristics of texts,and generalize the selection of reading strategies;emphasize organizing reading studies and ignoring the integration of other disciplines”.And students “Understanding the concept of new curriculum reform and lack of coordination;Failing to formulate reading task lists on schedule;Lack of planning;not fully understanding reading teaching points,lacking self-consciousness;to satisfy the interest of reading,lack of research;The reasons for the lack of classics and the lack of classics”.Finally,from the perspective of curriculum orientation and current teaching situation,this thesis studies practical strategies based on detailed teaching cases in the real teaching context.First of all,relying on the multi-context to promote teachingeffectiveness: In the process of teaching,we should grasp the opportunity of dialogue and pay attention to the generation of value;Connect closely with life,emphasizing heterogeneity feedback.Secondly,innovating the reading task list to stimulate the reading creativity: The presentation form of the reading task list should highlight the stylistic nature of the content;the subject of reading task list should have the autonomy of creation;the teaching subject of reading task list should give full play to the flexibility of strain.To strengthen the interest of reading again,to temper the reading will: to arouse students' interest in learning,to enhance their ability to learn autonomously,to attach importance to self-control and to cultivate a strong character.From the second clear reading content,optimize the reading strategy.Finally,the evaluation method is changed to improve the reading depth: timely evaluation,advantage of advantage to optimize reading activities,self-evaluation,good interaction and reading teaching.