Research On The Project-based Instructional Design Of Senior High School Chinese To Promote Deep Understanding

At present,the depth of teaching has become the appeal of high school Chinese reading teaching.It is the inevitable trend of Chinese teaching to practice students' deep understanding of reading.At present,there are still some misunderstandings in Chinese project-based learning.It is not enough to take project-based learning as a method to innovate teaching.The essence of the teaching mode with deep learning as the final destination should be to point to deep understanding.Based on the analysis of the existing problems in the current high school Chinese teaching,this study thinks that it is not conducive to the cultivation of students' sustainable development ability to focus on the learning of exam oriented knowledge without paying attention to the internal cognitive state of students,and summarizes the current situation of Chinese project-based learning,finds out the disadvantages,and focuses on "how to build the high school Chinese project-based teaching mode" To promote students' in-depth understanding "is the core issue of design based research.The research includes four stages.First of all,theoretical analysis,definition of understanding and other related concepts,literature review and current situation.Secondly,combined with the preliminary analysis of teaching design,the paper interprets the connotation of project-based learning to promote deep understanding,and thinks about how to design the teaching process according to deep understanding.Then,according to the existing research results,the general design elements and Strategies of high school Chinese project-based teaching to promote deep understanding are preliminarily constructed,and some specific teaching strategies are refined under each element.Then,according to the elements and strategies proposed in the previous stage,high school students in Northeast China were selected as the experimental objects to carry out two rounds of iterative experiments.Each round of quantitative data and qualitative data were collected and analyzed,so as to reflect and optimize the teaching mode.Finally,the teaching mode was formed,including project problem design,project goal design,project environment design,project task design,project achievement display,project management,project management,and so on Project reflection transfer six elements to promote deep understanding of high school Chinese project teaching mode.Based on SOLO classification model,this paper analyzes students' understanding level,Chinese learning situation,classroom observation and teacher-student interview by means of questionnaire survey,interview and classroom observation,and verifies that the proposed project-based reading teaching mode and strategy for promoting deep understanding in senior high school Chinese has achieved good learning effect in teaching practice.The conclusions are as follows:(1)This paper reinterprets the concept and connotation of project-based teaching to promote in-depth understanding,and points out that project-based learning to promote in-depth understanding should be driven by derivative problems in real situations.Its fundamental purpose is to promote students' in-depth understanding of the learning content involved in derivative problems.The process of project-based learning is the process of in-depth understanding and solving derivative problems,Deep understanding is the fundamental basis of project-based learning design and evaluation;(2)This paper constructs a project-based teaching mode to promote deep understanding of Chinese in senior high school,which can effectively promote students' deep understanding of Chinese learning and improve their Chinese core literacy from the evaluation of memory level to the evaluation of understanding level.This study highlights two innovations:(1)the depth of understanding as the focus of Chinese project-based teaching,so that the project-based teaching has a soul;(2)In order to evaluate the effect of Chinese project-based learning with the change of understanding level,project-based teaching evaluation has a grasp.Although it is only a preliminary attempt at present,I hope it can provide help for front-line teachers and provide reference for future researchers.