Study On The Design Of The Learning Task Group Of The Chinese Unit Teaching In High School

Language learning is a process that gradually forms correct values,necessary characters,and key abilities.Unit teaching can better promote the realization of the value of language education.Language and our daily life have a close connection,language learning should also be full of vitality and vitality,easy and pleasant learning process.However,due to the influence of the subject and modern school system for a long time,there are many problems in ordinary Gaozhongyuwen's teaching,the lack of teaching content,the tendency of Chinese course content to subject knowledge,the language learning environment to rely on classroom teaching,and the purpose of language learning to respond to examinations.Chinese teaching has become dogmatic and stereotyped,and Chinese teaching has gradually separated from real language practice.In this situation of language teaching,teachers have appeared to "teach what" and "how to teach" problems.Students 'language learning has become the memory of language knowledge points,the mastery of exam answers skills,and language teaching has gradually become knowledge points.Competence point professor.How to further clarify the educational orientation of Chinese teaching in ordinary high schools and realize the value of Chinese subjects;How to clarify the content of Chinese teaching,so that teachers clearly "what to teach" and "how to teach" has become an urgent problem.In this context,the "General Gaozhongyuwen Curriculum Standard(2017 Edition)" proposes two keywords,one is the core literacy and the other is the learning task group.The introduction of two key words means that the reform of Chinese curriculum teaching should be further developed,and Gaozhongyuwen's teaching in China has also ushered in a new era.On the one hand,the core literacy and learning task group is clear.On the other hand,the learning task group is used as the basis and content of the Chinese curriculum.It is of great significance in clarifying the teaching content and guiding teachers to better carry out Chinese teaching.Under the guidance of the concept of "New Curriculum Standard" learning task group,the design of Gaozhongyuwen unit teaching task group has its unique significance.First of all,the "New Curriculum Standard" points out that the content of the Chinese language course consists of 18 learning task groups,which defines the general teaching content foractual Chinese teaching.The design of the Gaozhongyuwen unit teaching task group is guided by 18 learning task groups.The specific content of teaching is determined according to the specific module;Secondly,Gaozhongyuwen's teaching learning task group design helps to promote the integration of teaching activities.A teaching course uses a variety of teaching activities to achieve the teaching goals of this class.Thirdly,Gaozhongyuwen's teaching learning task group design optimizes Gaozhongyuwen's teaching methods and effectively promotes the practicality of Chinese teaching;Finally,Gaozhongyuwen's teaching learning task group design is an important method to achieve the core accomplishment of the discipline.The core accomplishment of a subject is the centralized embodiment of the teaching value of a subject,the necessary knowledge and key abilities that students should acquire through subject learning,and the concentrated embodiment of correct emotions,attitudes,and values.However,Gaozhongyuwen's teaching and learning task group design promotes the realization of the core accomplishment of the discipline.Based on the recognition of the meaning and value of the learning task group,the paper analyzes the problems in the current Chinese unit teaching by reviewing the literature and combining with the experience of the past Chinese teaching practice.Based on the understanding of the current situation of Gaozhongyuwen unit teaching,Based on the function and value analysis of the learning task group,the author puts forward corresponding strategies to Gaozhongyuwen's teaching task group design from four aspects:integration of teaching content,design teaching problems,design teaching activities,and design teaching evaluation.The results and problems obtained in teaching practice are summarized and summarized by combining with the implementation of specific teaching cases.Although there are still some problems in the specific teaching process,some results have been achieved in the teaching process.