Research On The Teaching Strategy Of "Contemporary Cultural Participation" Learning Task Group In Senior High School

The Chinese curriculum standard of senior high school(2017 Edition)has designed 18 learning task groups to integrate and reorganize the content of Chinese curriculum,which is a programmatic document to guide Chinese teaching."Contemporary cultural participation" learning task group,as the second learning task group,has always been involved in compulsory,elective and selective compulsory courses,and accounts for 0.5 credits and 9 hours of teaching content in the compulsory stage,which shows its important position.Therefore,the author takes the "contemporary cultural participation" learning task group as the research object,devotes to break away from the theoretical research level and puts forward the implementation idea of implementing to the high school front-line teaching,and strives to give full play to its teaching value,effectively improve the students' Chinese core literacy,and cultivate new talents needed by the development of the times.In the whole study,the first is the interpretation of "contemporary cultural participation" learning task group,including the definition of its concept in the introduction,as well as the analysis of its characteristics in the text and the definition of the value of education and teaching.Secondly,through the questionnaire survey of students and the interview survey of senior high school Chinese teachers,it is clear that there are some problems in the current high school teaching situation involving this task group.Finally,according to the characteristics of "contemporary cultural participation" learning task group and the problems of current teaching situation,this paper puts forward teaching ideas from the aspects of the change of teaching concept,the determination of teaching content,the choice of teaching methods,the explanation of teaching implementation process,and analyzes the teaching design of Lu Jun,and puts forward personal improvement suggestions.The construction of teaching imagination has a certain guiding effect on Chinese teaching in middle school.However,due to the high demand of "contemporary cultural participation" learning task group for creating real situation,Chinese teachers need to make adaptive adjustment in accordance with students' learning situation and local teaching reality in the teaching process,and also need the efforts of Chinese teachers to explore and carefully organize.In addition,there are some immature and still to be improved in the paper itself.For example,the problem analysis of the current teaching situation in Chapter 2 is a little immature and not deep enough.The author will think more and enrich the content of the paper in the future teaching posts.