Teaching Research Of High School Chinese "cross-media Reading And Communication" Learning Task Group

The "Cross-Media Reading and Communication" learning task group is the third of the eighteen learning task groups proposed in the "General High School Chinese Curriculum Standards(2017 Edition)".It runs through the three stages of compulsory,optional,and elective.It is the Internet An important part of high school Chinese teaching in the context.The teaching of this learning task group can enable students to improve media literacy in reading and expression in multiple media,and develop the core literacy of Chinese.The thesis is based on the "General High School Chinese Curriculum Standards(2017 Edition)" and the compiled high school Chinese textbooks.First,it explains the learning objectives,learning content,and teaching value of the "cross-media reading and communication" learning task group,and explains its advantages The layout of the textbooks,and then the investigation and analysis of the teaching status of the "cross-media reading and communication" learning task group in the context of the unified compilation of high school Chinese textbooks,and proposes corresponding teaching strategies accordingly.Finally,according to the proposed strategy,taking the fourth unit of the compulsory second volume of the compulsory high school Chinese textbook as an example,the two main teaching forms of the "cross-media reading and communication" learning task group-topic-based teaching and infiltration teaching were designed respectively..The thesis is divided into four parts.The first chapter is the teaching basis of the "cross-media reading and communication" learning task group.First,define the connotation of this learning task group,and then explain its basic characteristics,learning objectives,learning content and teaching value,and sort out the arrangement of this learning task group in the five-volume Chinese textbook of the unified high school.The second chapter is the teaching status and problem analysis of the "cross-media reading and communication" learning task group.According to the learning objectives and learning content analyzed in the first part,the teacher's teaching situation and the students' learning situation are investigated separately.The survey found that this task group has four dilemmas in the implementation: the contradiction between conceptual understanding and practical operation;the difficulty of balancing language and technology;the contradiction between more content and less class time;daily teaching and examination Contradiction between evaluations.The third chapter is the teaching strategy of the "cross-media reading and communication" learning task group.First of all,do a good job of teaching preparation for cross-media learning.Teachers can make full use of the school's network classroom to provide hardware support for classroom teaching;understand the status quo of students' media literacy through questionnaire survey,teacher-student communication and other ways,and then reasonably design classroom learning tasks;skillfully use various subject teaching materials,integrate and develop teaching resources.Second,construct an efficient cross-media teaching classroom.Adhere to the principle of based on the media language and refer to the core literacy to ensure the language quality of the classroom;guided by the learning task,organically combine reading and appreciation,expression and communication,combing and exploring three types of language activities;creating application scenarios to stimulate students' learning Interest;build a media learning community to improve the efficiency of classroom activities.Third,innovate the teaching method of cross-media learning.When teachers implement the teaching of this task group,on the one hand,they can rely on the special activity unit of the textbook to carry out special teaching;on the other hand,they can also carry out infiltration teaching in other learning task groups.Finally,establish an evaluation system suitable for cross-media learning.The compulsory stage should focus on evaluating the development of students' media literacy,and the optional compulsory and elective stages should focus on evaluating whether students can consciously use multiple media to better assist the learning of other task groups;media elements can be introduced in the topic setting to enrich the types of traditional topics;Adopt multiple evaluation methods to enhance the reliability of evaluation.The fourth chapter is based on the teaching case design of the fourth unit of the compulsory second volume of the compulsory Chinese textbook for senior high school.According to the proposed strategies,taking unit 4 of compulsory textbook Volume II as an example,this paper designs two main teaching methods of "cross media reading and communication" learning task group: Thematic Teaching and infiltrative teaching,respectively,to verify the operability of teaching strategies.