Using Thinking Visualization Technology To Improve High School Students' Core Literacy In Chinese

With the development of the Internet + era,China's basic education is also changing.In 2014,it was first proposed that "students develop core literacy".After that,"core literacy" was gradually positioned as the essential character and key ability of students' lifelong learning.In 2017,the Ministry of Education issued the "Curriculum Plan for Ordinary Senior High Schools and Curriculum Standards for Chinese and Other Subjects(2017 Edition)" which clearly put forward the basic connotation of the core literacy of Chinese subjects and provided direction for Chinese educators.How to implement the goal of cultivating core accomplishment in subject teaching has always been a hot topic for educators to explore persistently,but the teachers who are in the trial and error stage often express their confusion about how to carry out the practical operation.With the increase of information technology means,the research on the practical approach of "promoting core literacy" has become an important issue of education.This research follows the requirements of ordinary high school Chinese curriculum standards and the new curriculum reform,and combines the characteristics of high school students' learning situation and cognitive rules.It aims to seek the agreement point between the application of thinking visualization technology and high school Chinese teaching based on "core literacy of Chinese discipline".And this paper will design some teaching strategies that can help to improve the core quality of Chinese subject in senior high school students,so as to explore more efficient high school Chinese teaching patterns in the research process.This paper is divided into four parts:The first part is introduction.This paper expounds the reasons for selecting the topic,introduces the theoretical and practical significance of the research,and clarifies the relationship between the teaching media of thinking visualization's technology and the necessary abilities in Chinese discipline literacy,and explains the research purpose,methods and innovations in connection with the research status ofthe application of thinking visualization's technology to subject teaching and the research status of Chinese classroom teaching strategies from the perspective of core literacy.The second part starts with the change of educational mode brought about by the new technological revolution.Compared with the traditional teaching mode,it explores the outstanding effectiveness of information technology integration in classroom teaching,especially the role of research and application of thinking visualization technology in improving students' Chinese discipline accomplishment.It points out the feasibility of this research by using the teaching experience and scientific practice recognized at this stage.The third part,according to the basic connotation of the core accomplishment of Chinese subject,combined with the learning situation of high school students,the teaching practice exploration of applying thinking visualization technology in high school Chinese classroom teaching is carried out,and the teaching strategies to promote the improvement of Chinese learning ability under different teaching situations are designed and implemented.Finally,the teaching effect is summarized,and the corresponding classroom practice experience is summarized,which provides reference and thinking direction for other educators.The fourth part summarizes the existing research conclusions,points out the existing problems in the process of high school Chinese classroom teaching based on thinking visualization technology,and puts forward reasonable suggestions for communication based on the situation of teachers' information literacy,students' method mastery,deepening and promotion of classroom teaching and other aspects in teaching practice.