Research On The Status Quo And Strategy Of Chinese Teaching In High School

High school Chinese Project-Based teaching has become a new teaching method since the curriculum reform.Based on the demands of the cultivation of Chinese curriculum core literacy,Chinese Project-Based teaching,actively integrates curriculum resources,with a series of learning tasks and develops Chinese learning activities.Attaching great importance on the status of learners Project-Based teaching,With an independent,cooperative,inquiry learning environment,pursues synergistic development of language in listening,speaking,reading,writing ability and stresses the cultivation of critical language thinking.Project-Based teaching is an outstanding result that has emerged since the curriculum reform and has been practiced and tested,and it is a language teaching mode advocated in the 2017 edition of the Standards for Ordinary High School Chinese Language Curriculum.The author intended to study the problems and countermeasures of high school Chinese PBL from three aspects.The first part is about the principles and significance of high school Chinese Project-Based teaching.The author elaborated the principles of high school Chinese Project-Based teaching from the perspectives of research-based learning cultivating the ability to explore,curriculum objectives to achieve module learning,and extending curriculum resources extending curriculum resources based on textbooks.And also,The author explained the significance of high school Chinese Project-Based teaching from the implementation of expanding the cultural perspective of language learning,improving the efficiency of Chinese learning,and cultivating language quality thinking which is needed for the talent appeal of the future society.In the second part,with the aid of questionnaire survey and data analysis,the author sorted out the issues of high school Chinese Project-Based teaching.In the third part,the author explored the strategies for high school Project-Based teaching from three aspects: the environmental construction of Project-Based teaching,the evaluation of Project-Based teaching and the integration of resources for Project-Based teaching.