The Typical Tasks Design Of High School Chinese Teaching Based On Real Pragmatic Context

Typical tasks refer to the representative language practice activities designed to evaluate the core literacy of students.The fundamental purpose is to train and train students' thinking quality and key through a series of task training in the limited time and space of the Chinese class Ability to improve students' language literacy level,so that students have the ability to face future real life and career challenges.This article is based on the current high school Chinese classroom.The teaching task ignores the actual situation of core literacy training and explores the practical value of "typical tasks" in the Chinese classroom,with a view to promoting the improvement of students' core literacy.In the research process,special emphasis is placed on idea construction and task design.This article is mainly composed of six parts.The introduction part mainly introduces the research reasons of typical tasks,sorts out its research status,and clarifies the research ideas and methods.The first chapter discusses the scientific basis of typical tasks.First,define the relevant concepts of typical tasks and clarify the rich connotations of "typical tasks" and"real pragmatic situations".Second,trace the theoretical sources of typical tasks.And theoretical support,found the typical work task analysis method,recent development zone theory and constructivism theory inspired typical tasks,provide a conceptual reference for the design of typical tasks.The second chapter analyzes the rationality of typical task design.First of all,from the perspective of students' need for deep learning,the requirements of the new curriculum standards for assessment and the need for high school textbook layout,the feasibility of typical task design is described.Secondly,by studying the problems existing in task design in high school Chinese classroom,the necessity of designing typical tasks is pointed out.The third chapter is to construct a general model of typical task design.It is the main part of this thesis to design a typical task from three aspects:starting point,characteristics and main points.This chapter is divided into three parts,one is the three starting points of typical task design,emphasizing core literacy,real situation and learning effect;the second is the three characteristics of typical task design,namely comprehensive,openness and diversity;the third is the typical task Five implementation points of the design:typical learning content,typical thinking process,typical learning method,typical thought emotion,typical learning achievement,one or more can be selected as the implementation path of classroom teaching activity design.Based on this,the basic model of typical task design is constructed,and the possibility of its specific operation level is sought.The fourth chapter presents the evaluation and reflection of typical task design.Comment on typical tasks from the evaluation orientation and process evaluation.Analyze the reference value of practical text reading and writing in the college entrance examination to the design of typical tasks,and practice reflection on the typical tasks,and on this basis,the secondary development of the design pattern of typical tasks.The conclusion part briefly reviews the thesis,summarizes the positive significance of using typical tasks in the high school Chinese classroom,and clarifies the shortcomings and efforts of the typical task design,with a view to continuously improving and perfecting this design model in teaching practice.