Research On Effective Teaching Of The "Literature Reading And Writing" Learning Task Group In Senior High School

In order to meet the new needs of talent training,implement the basic goal of education of "cultivating talents by virtue" and solve the practical difficulties faced by Chinese teaching in senior high schools,the Ministry of Education issued the Chinese curriculum standard for senior high schools(2017 Edition),which clearly proposed and required that Chinese Teaching should develop students' core literacy in Chinese.The chapter "curriculum content" specifically discusses the goals,contents and teaching of18 learning task groups Learning,selected the subject content,with the subject concept as the core,makes the course content structured,thematic and situational.As a required course with the most credits in 18 task groups,literature reading and writing learning task group is committed to improving students' aesthetic appreciation ability and expression and communication ability,enriching students' literature appreciation knowledge and emotional experience,enhancing students' communication ability,enhancing students' literature review ability and literature creation ability,and cultivating students' love for Chinese culture.Therefore,the effective teaching research of the task group is extremely important and key.The general idea of this study is: Based on the realistic background of the task group of Chinese New Curriculum in senior high school and the problems and dilemmas of Chinese education in our own educational practice.Through the literature method,the effective teaching,the new curriculum standard of Chinese in senior high school,the literature reading and writing study task group related literature are analyzed to find the starting point and breakthrough of the paper.Through the case study method to collect representative cases of literature reading and writing learning task group,through the interview method to interview the case related teachers.Then,from the internal factors,curriculum requirements and characteristics of literature reading and writing learning task group for ontology interpretation.On this basis,the effective teaching theory and the combination of literary reading and writing learning task group are fully discussed,and the effective teaching process,mode and principle of literary reading and writing learning task group are discussed.Based on the above theories,this paper puts forward the effective teaching path of literary reading and writing task group from the three dimensions of teaching design,teaching implementation and teaching evaluation.Then,taking the implementation path as the thinking,starting from the two main bodies of teachers and students,and taking the three-dimensional dimension of the implementation path as the framework,we construct an effective teaching evaluation standard of literary reading and writing learning task group.Finally,based on the implementation path and evaluation criteria,combined with the relevant interview content,from the three-dimensional degree of teaching design,teaching implementation and teaching evaluation,from the two main bodies of teachers and students to analyze and collect the "classical novel evaluation method learning and application" teaching cases.This paper is divided into nine parts.The first part is the introduction.This paper discusses the basis of research questions,the definition of related concepts,literature review,research purposes and significance,research ideas and methods,research questions and research objects.The second part puts forward the theoretical basis of effective teaching of literary reading and writing task group.According to the internal logic of literary reading and writing learning task group and the objective requirements of its smooth implementation,this paper takes effective teaching theory and task-based learning theory as the theoretical basis of this study.The third part discusses the value of effective teaching of literary reading and writing task group.They are: starting from the teaching reform,it is conducive to breaking through the traditional teaching thinking mode;starting from the development of teachers,it can realize the professional development of Chinese teachers;starting from the development of students,it can improve the core quality of students' Chinese.The fourth part interprets the task group of literature reading and writing.First of all,it analyzes the internal elements of the task group of literature reading and writing,clarifies the relationship between literature and reading and writing,and clarifies the relationship between literature reading and writing.Secondly,it analyzes the requirements of the curriculum standard of the task group of literature reading and writing.Finally,it discusses the comprehensive,practical and situational characteristics of literary reading and writing learning task group.The fifth part mainly discusses the principle,process and mode of effective teaching of literary reading and writing task group.The effective teaching principle includes the objective principle of teaching design,the situational principle of teaching implementation and the developmental principle of teaching evaluation.Then it discusses the process of effective teaching of literary reading and writing learning task group.Finally,the effective teaching mode of task group is summarized,including two teaching modes,which focus only on single task group and integrate multiple task groups with commonality.The sixth part is on the basis of the fourth and fifth parts,combined with the effective teaching theory,from three aspects of teaching design,teaching implementation and teaching evaluation to construct the effective teaching path of literature reading and writing learning task group.From the perspective of teaching design,it is proposed that the teaching objectives should be established with aesthetic appreciation and creative literacy as the key,the teaching process should be designed with closely connected learning tasks as the axis,and the teaching resources should be expanded and integrated with teaching objectives and tasks as the core.From the perspective of teaching implementation,this paper puts forward: implementing the teaching organization form of learning while guiding;adopting the task driven teaching method;coordinating the "four groups" relationship in the teaching process;creating a real and meaningful practical situation.From the perspective of teaching evaluation,this paper puts forward: to establish the two main bodies of teacher and student evaluation;to construct the evaluation content around the core literacy;to adopt appropriate and diverse evaluation methods.The seventh part mainly discusses the effective teaching evaluation standard of the task group of literature reading and writing.Construct the evaluation standard form of teachers' effective teaching and students' effective teaching,and work out the self-evaluation form of teachers.The eighth part is on the basis of the first several parts,combined with the effective teaching theory,the new Chinese curriculum standard,the effective teaching evaluation standard table and the relevant interview data,to evaluate the case "classical novel evaluation method learning and application" collected from the survey.The evaluation mainly focuses on the three dimensions of teaching design,teaching implementation and teaching evaluation.Each dimension analyzes the two main bodies of teachers and students respectively.The ninth part is the conclusion.It is mainly to summarize the research results,reflect on the lack of research,and lay the foundation for the later in-depth study.