Research On The Application Of Project Learning In Teaching Senior High School Classical Chinese

"Ordinary Senior Middle School Chinese Curriculum Standards"(2017 edit ion)clearly proposes that the curriculum objective of the Chinese subject is to cultivate students' core Chinese language literacy.To this end,Chinese teachin g should be promoted by means of learning task groups.Task-based Chinese t eaching calls for thematic exploration of Chinese teaching: use learning resourc es,learning medium,learning content,and learning methods to integrate multipl e tasks,set learning tasks,drive students 'language learning,and promote stude nts' core Chinese language literacy.This article takes the teaching of high Chinese language as the research object,and explores the design and implementation strategies of the topical teaching of high Chinese language.The thesis consists of three parts: introduction,main text and conclusion.The introduction mainly explains the basis and value of thematic teaching in Chinese language teaching,and outlines the direction and framework of this research.The main body of the text mainly expounds the study of the application of thematic learning in the teaching of Chinese language teaching from three aspects:The first chapter,"Theoretical Analysis of Chinese Language Teaching Based on Project Learning," explains the rationale for the design and implementation of Chinese language project learning from a theoretical perspective.Explain the theoretical basis for the implementation of thematic learning from the two aspects of Chinese teaching and classical Chinese teaching,and build a teaching framework for thematic learning of high Chinese based on theory.The second chapter is "examples of Chinese language teaching design based on topical learning",which is based on theory to design examples of Chinese language topical learning to explore different topic types.Two examples of classical Chinese texts designed in this study are specifically explained from four aspects: thematic direction,thematic preparation,thematic implementation,and thematic evaluation: asingle in-depth topic— “Guo Qinlun” thematic and multiple aggregate topics— “in suffering Walking."thematic.The third chapter,"Implementation and Reflection on the Study of the Chinese Language Special Topics",presents the specific implementation of the two examples of classical Chinese language topics designed and implemented in the study.Demonstrate the completion of students' tasks,summarize the implementation effects of the project,and summarize and reflect on the implementation.Finally,the conclusion of this article is that classical Chinese teaching based on thematic learning can effectively cultivate and improve students' core Chinese literacy.This study attempts to provide a new theoretical perspective for teaching Chinese language teaching in high Chinese,and to provide an effective reference for Chinese language teaching for frontline Chinese teachers.