Theoretical Interpretation And Teaching Strategies Of "High School Chinese Learning Task Group"

For a long time,traditional Chinese classroom teaching has been inclined to "cramming",students' learning mainly depends on classroom teaching,learning content tends to subject knowledge,learning purpose points to exam oriented,neglecting students' subjectivity,teachers sing one-man monologue,resulting in students' low enthusiasm for learning,low teaching efficiency,and difficult to improve students' comprehensive quality.In this kind of malpractice,experts and scholars have been seeking the way to solve it.Since the end of the 20 th century,the Chinese education community has tried to change the learning methods to guide the transformation of Chinese teaching,vigorously advocated comprehensive learning,research-based learning,thematic learning and other learning methods.But from the practical effect of curriculum reform in recent years,it has little effect.Throughout the "Chinese curriculum standard" issued by the Ministry of education in recent years,it is not difficult to find that the curriculum content has been in a state of lack.Therefore,in this revision of the "Chinese curriculum standard of general high school",experts specially put forward "learning task group" to make up for the lack of curriculum content,and try to break through the current dilemma from the level of clear curriculum content."Chinese learning task group" is a collection of several related learning tasks.It integrates learning situations,learning methods,learning contents and learning resources,so as to achieve the purpose of improving students' Chinese core literacy.It has the characteristics of clear task,real situation,comprehensive content,extensive participation and deep learning.Teachers' design of "task group of Chinese learning in senior high school" can be divided into four major steps,i.e."special topic","group content","smart integration" and "resource selection".The implementation of "senior high school Chinese learning task group" requires the creation of real Chinese learning situations,including the creation of real life Chinese learning situations,the creation of simulated real Chinese learning situations,the creation of artistic real Chinese learning situations;the development of diverse Chinese practice activities,including the development of diverse Chinese practice activities,the development of typical Chinese practice activities,and the development of personalized Chinese practice activities We should carry out the mixed Chinese teaching,including the combination of students' self-study and teachers' guidance,the combination of onlinelearning and offline learning,the combination of autonomous learning and collective learning,and the combination of single teaching and task group teaching.When evaluating the "task group of Chinese learning in senior high school",we should pay attention to the overall development of core literacy,advocate the diversification of evaluation subjects,clarify the key points and connections of the evaluation of compulsory,selective compulsory and elective courses,and integrate multiple evaluation methods such as diagnostic,formative and final."Learning task group" is a new concept put forward in the "curriculum content" part of the "Chinese curriculum standard of senior high school(2017 Edition)",a new creation of the reform of traditional Chinese curriculum content,and a key link of cultivating students' core literacy,marking that Chinese teaching in senior high school in China will enter a new stage.