Research On Chinese Teaching Strategies In Senior High School Based In "Learning Task Group"

Based on the current situation of curriculum reform in China and the background of international curriculum reform,the Chinese Curriculum Standards for Senior High Schools(2017 edition)creatively puts forward the concept of "learning task group" in terms of curriculum structure and curriculum content.Task-oriented,project-based learning as the carrier,integrating learning situation,learning content,learning methods and learning resources of the "learning task group",has a strong impact on the traditional teaching mode,and the reform of high school Chinese teaching is imperative.By analyzing the necessity of the implementation of "learning task group" in the current Chinese teaching in senior high schools,and combining with the relevant teaching cases under the guidance of specific learning task groups such as "literature reading and writing","classical study of traditional culture","cross-cultural thematic discussion",this paper explores the meaning of "learning task group" to Chinese teaching in senior high schools.Guiding effect.Under the guidance of Chinese curriculum reform and the teaching practice of front-line teachers,Chinese teaching in senior high schools is generally in a good state,but there are still many problems,such as lack of innovation in teaching mode,teachers pay more attention to the teaching of knowledge framework or monotonous mechanical exercises training,which weakens the people-oriented education concept.In view of these shortcomings,this paper uses case analysis,investigation and observation to introduce "learning task group" as a whole concept into senior high school Chinese teaching.The essential characteristics of "learning task group" certainly determine its advantages,such as paying more attention to the process and autonomy of learning,paying more attention to the integration of learning content,and emphasizing the sense of "task".But "learning task group" is a new idea,new design and new topic in the curriculum reform of senior high schools.High schools all over the country belong to the exploratory stage in practice,so they will inevitably encounter many problems.Teachers may be confused in the integration of curriculum resources,the selection of specific teaching modes,the application of evaluation methods or teachers' own academic accomplishment when implementing task groups.In view of the problems encountered in the implementation of "learning taskgroup",the author puts forward several solutions.Firstly,teachers should create a real situation of Chinese learning in teaching activities,which reflects the advantages of "learning task group" which emphasizes process,autonomy,task,situation and integration.Secondly,in view of the difficult integration of teaching resources,teachers can speculate on the links and differences between different task groups and integrate them.Thirdly,teachers should innovate the teaching mode,which can give full play to the multi-dimensional characteristics of the "learning task group" mode on the basis of compatibility with the advantages of thematic teaching,comparative reading,group reading and other teaching modes.Finally,teachers should improve their professional quality,constantly improve their academic deficiencies,and constantly improve the ability of curriculum development and design.In short,"Learning Task Group" as a new concept has injected new vitality into senior high school Chinese teaching,but it also brings many challenges.We should face up to the existing problems,analyze the causes of the problems,and put forward corresponding strategies to solve them,so as to provide more references for the study of Chinese teaching strategies in senior high schools based on "learning task group".