Research On Teaching Content Integration Strategy Of "Literary Reading And Writing" Task Group

The concept of "literature reading and writing" learning task group was put forward in the Chinese Curriculum Standards for Ordinary Senior High Schools(2017 edition),which triggered a hot debate in the Chinese teaching circle.This task group aims to guide students to read ancient and modern Chinese and foreign excellent literary works of different genres such as poetry,fiction,prose,drama,try literary writing,and write literary criticism.That is to say,students not only need to read complex Chinese and foreign literary works,but also need to create,but the teaching time and teaching space of this task group are limited.Then,how to complete the learning of this task group in the limited time and space? This is a question worthy of discussion and research."Integration" is an important feature of Chinese learning task group teaching,that is to say,in the teaching process of "literature reading and writing",it is necessary to use integration as a means to select,analyze,optimize and reorganize the complex literature learning content,so as to achieve the optimal teaching.To better help students to improve the four aspects of "language construction and use","thinking development and improvement","aesthetic appreciation and creation","cultural inheritance and understanding" of the Chinese core quality.This thesis adopts literature research method and questionnaire survey method.The author first consulted the works and periodicals related to this topic,and then carried out an investigation on the current situation of teachers and students,so as to put forward the strategy of "literature reading and writing" task group teaching content integration,and took the actual teaching cases as examples to prove it,hoping that these strategies can better help teachers to carry out teaching.The main body of this thesis is composed of three chapters.The first chapter "literature reading and writing" task group teaching content integration overview.Firstly,the core concepts and characteristics of the integration of the teaching contents of "literature reading and writing" are clarified.Secondly,it discusses the necessity of integration from both theoretical and practical aspects to find the basis and support for the integration of the teaching content of this task group.Finally,the theoretical results of the integration of the teaching content of this task group are discussed from various types of integration.The second chapter "literature reading and writing" task group teaching content integration status investigation and analysis.In view of the current integration between teachers and students of this task group to investigate the current situation of the teaching content,introduces survey purposes,survey and investigation contents,clear the survey dimensions,in addition to investigate understanding of literary reading and the integration between teachers and students,also pay attention to from the teaching content integration of three phases(integration of preparation stage,mid integrated understanding and integration)stage to investigate.According to the analysis of the answers of students' and teachers' papers,there are two problems in the content integration of "literature reading and writing" task group teaching in the early stage: "the initiative of integration is not strong,which is not conducive to break through the model teaching";"the scope of integration content is narrow,which is not conducive to the accumulation of required content by teachers and students".In the middle period of integration,there are three problems: "integration guidance is not in place,which is not conducive to forming a systematic content structure","integration form is simple,which is not conducive to mobilizing students' enthusiasm","integration neglects cooperation and communication,which is not conducive to creating an open atmosphere of integration".In the later stage of integration,there are three problems: "less followup reflection and summary training,which is not conducive to consolidating integrated knowledge";"insufficient follow-up learning support,which is not conducive to cultivating integration habits";"follow-up results display is ignored,which is not conducive to forming a good integration cycle".The third chapter "literature reading and writing" task group teaching content integration strategy.In view of the problems in the early stage of integration preparation,the following strategies are obtained: First,to overcome the fear of difficulties and strengthen the consciousness of integration;Second,pay attention to classroom preview,expand and integrate the content;Aiming at the problems existing in the middle period of integration,the following strategies are proposed: First,learning the integration theory and improving the integration ability in actual combat;The second is to grasp the content connection and enrich the form of integration in teaching;Third,to develop learning activities and expand integrated thinking in cooperation.In view of the problems in the later stage of integration preparation,the following strategies are obtained: First,strengthening the integration practice and reflecting on the construction of content knowledge;2.Introducing media technology and providing necessary study support;Third,combine dynamic and static mode,carry out content integration results display.It is hoped that through this study,the integration strategy proposed by the author can provide some reference for the integration of the teaching content of this task group,enhance students' interest in literature reading and writing learning,and improve the efficiency of teachers and students in learning "literature reading and writing" task group.Due to the lack of teaching practice experience,there are still many unsatisfactory places in this study.I will continue to work hard in my future study and work and do more in-depth research.