Teaching Research On The Use Of High School Language And Writing Under The Background Of The New Curriculum Standard

On January 5,2018,the General Senior High School Chinese Curriculum Standard(2017 edition)was officially promulgated,referred to as the "new curriculum standard." Eighteen learning task groups have been added to the new curriculum,among which learning task group 4 "Language Accumulation,Carding and Inquiry" and learning task group 13 "Symposium on Chinese Characters and Chinese" are clearly proposed in the new curriculum standard.Use of two learning task groups.Under such a background,it is urgent to understand the current situation of Chinese language teaching,analyze the existing problems and causes,and combine the characteristics of the new curriculum standards and new textbooks to find teaching strategies to improve the ability of high school students to use the language.Therefore,this paper uses the methods of literature,comparative analysis,observation,interview,questionnaire and other methods to explore new language teaching in high school.In the first part of this article,the description of the language usage in the new and old curriculum standards is compared and analyzed from the perspective of the nature of the curriculum,basic concepts,curriculum objectives,curriculum structure,curriculum content,teaching suggestions,and evaluation suggestions.Cultivate a sense of language in language accumulation;distinguish language styles in different contexts to improve expression ability;comb language materials in integration to improve language practice ability;discriminate pragmatic errors in the identification of language phenomena and grasp the logic of language.In the second part of this article,on the basis of clarifying changes in the new curriculum standards,the current situation of language teaching in senior high schools was investigated through class attendance,participation in proctoring,and after-class interviews.The survey results show that there is still room for improvement in the teaching of language use in senior high schools at this stage,including that the teaching goals are not updated in sync with the new curriculum standards,the teaching content lacks knowledge of language use,the teaching method lacks logical thinking training,and the high school students' language Insufficient understanding of the characteristics of words,high logical expression of high school students,and lack of judgment of language phenomena by high school students.The third part of this article is about some practical explorations around the teaching strategies of high school language and writing under the background of the new curriculum standards.Combining specific teaching cases,the author proposes a targeted approach to the teaching of high school language and writing under the new curriculum standard from the three aspects of explanation of appropriately increasing knowledge of language and writing,close integration of thinking training and language training,and practical development of the ability to use language and writing.Teaching strategies in order to realize the research value of language teaching.