The Teaching Research Of "Practical Reading And Communication" Learning Task Group

The "practical reading and Communication" learning task group is put forward in the "Chinese curriculum standard for senior high school(2017 edition)"(hereinafter referred to as "new curriculum standard"),which is the best embodiment of the comprehensive and practical nature of Chinese curriculum."practical reading and Communication" learning task group is not a new thing,we will find that the teaching of practical reading and Communication has been carried out before the proposed learning task group,but the teaching effect is not very satisfactory.Therefore,combining with the educational and teaching ideas advocated by the new curriculum standard and the related requirements of the new curriculum standard for the teaching of the learning task group,the author rethinks how to improve the teaching efficiency and the teaching quality of the "practical reading and Communication" learning task group,has Become the research topic of this article.This paper can be divided into three parts in the overall structure.The first part is the introduction,which shows the origin,significance,train of thought and method of the research,and collates the relevant research literature on the teaching of "practical reading and Communication" learning task group.The second part is the main body,mainly elaborates the "practical reading and Communication" learning task group theory,the teaching present situation investigation as well as the question analysis,the teaching suggestion.The third part is the conclusion,the conclusion part makes a summary of the research results of this paper,and think about the need for further research.The main contents of the three chapters are as follows:The first chapter is a summary of "practical reading and Communication" learning task group related to the situation.First of all,the "learning task group" proposed,including the "learning task group" connotation,teaching and evaluation recommendations.Secondly,on the "practical reading and Communication" learning task group proposed,it includes the meaning of practical text,the meaning of "practical reading and communication" task group and the relationship between "practical reading and communication" task group and other learning task groups.Finally,from the relevant learning theory to find the "practical reading and Communication" learning task group teaching theoretical basis.The second chapter is to investigate and analyze the current situation of practical reading and Communication Learning Task Group teaching.First of all,using the form of questionnaire and interview to understand senior high school students and senior High School Chinese teachers on "practical reading and communication" learning task group of knowledge and teaching-related situation.Secondly,based on the survey results,we find that there are some problems in the teaching of "practical reading and Communication" learning task group,it can not effectively improve students’ practical reading and communication ability;it lacks the relevant theoretical knowledge and practical experience of the "practical reading and Communication" learning task group;and it is mainly taught by teachers,the task-based language teaching method is not used to arouse students’ learning enthusiasm and improve teaching quality.The source of teaching materials is limited to teaching materials.Finally,the reasons behind these problems are analysed with a view to making more targeted recommendations.The third chapter is the focus of this paper,that is,"practical reading and Communication" learning task group teaching recommendations.According to the theory of "practical reading and Communication" in the first chapter and the problems found in the second chapter,this paper puts forward five suggestions to Chinese teachers.First,to cultivate and enhance the core of the discipline literacy for the purpose of practical students to improve their reading and communication skills.The corresponding suggestions are put forward from the four dimensions of discipline core literacy.Second,enrich the "practical reading and Communication" learning Task Group of theoretical knowledge and practical experience.We can start with the theoretical knowledge of "practical reading and Communication" and the practical experience of "practical reading and Communication".Third,the use of task-based language teaching method,to mobilize the enthusiasm of students to improve the quality of teaching.The concrete teaching process must have the task consciousness,must arrange the task scientifically and reasonably,must pay attention to guides the student to complete the task.Fourth,the combination of in-class and out-of-class,broaden the source of teaching materials channels.It is necessary to make clear the orientation of the teaching materials,to use the teaching materials reasonably,and to introduce the teaching materials out of the teaching materials properly.Fifth,improve themethod of teaching evaluation.In the process of teaching evaluation,we should focus on the all-round development of students’ core literacy of Chinese subject,on the evaluation in the context of Chinese learning,on the evaluation of learning process.