"Practical Reading And Communication" Task Group Strategic Research On Teaching Content Integration

The "General Senior High School Chinese Curriculum Standard(2017 Edition)" has been published for two years.The new curriculum standard lists a learning task group separately for the practical style,namely: “Practical Reading and Communication” task group.It is intended to correct the shortcomings that have not paid enough attention to practical text teaching in high school Chinese teaching.This learning task group has a close relationship with the previous "practical style" teaching content in terms of the main content of its learning,but there are some new requirements in terms of course objectives and implementation methods.The essence of the teaching content is the inherent prescriptiveness of “teaching what is being taught” in the implementation of the curriculum.Integrating and optimizing teaching content is an important topic that must be studied in teaching.This research is based on the previous "practical style" teaching experience and problems,combined with the new high school Chinese curriculum standards and design intent,the "practical reading and communication" learning task group integration content related issues The necessary inquiry.This study is based on the analysis of the status quo of the "practical style" teaching content,using the literature analysis method,interview method and case study method to clarify the teaching objectives and development function positioning of the "practical reading and communication" task group,and through In the past,the comparison of "practical style" teaching once again emphasized the necessity of optimizing teaching content under the new situation,and proposed the relevant basis for the determination of the teaching content of the "practical reading and communication" task group.This study finds that there are four main problems in the past teaching content of "practical style" : first,the lack of in-depth study of the practicality of practical style;second,the teacher's stylistic awareness is weak,confused with practical style and Third the,the teacher over-compresses the practical stylistic teaching time in teaching;fourthly,when determining the teaching content,the students' actual life and learningneeds are not noted enough attention.On the basis of combing the Problems of practical stylistic teaching,this study analyzes these problems from objective and subjective aspects.This study proposes four strategies for the selection and optimization of the teaching content of the "Practical Reading and Communication" task group: first,it is clear that the practical style is different from other text style teaching content;second,in the selection of textbooks Expand the number and types of practical texts,and enable the selection of texts to keep pace with the times;third,teachers should change their concepts,improve their theoretical knowledge reserves,and take the example as a model to encourage students to practice themselves.Fourth,flexible use of modern Educational technology complements the determination of the content of the task group.