Research On The Construction Of The Task Group Of "Contemporary Cultural Participation" In Senior Chinese From The Perspective Of Deep Learning

The "Contemporary Cultural Participation" learning task group is a new curriculum content proposed by the "General High School Chinese Curriculum Standards(2017 Edition 2020 Revision)".The setting of this task group realizes the learning from textbooks to people,knowledge to literacy,and test.The return is in line with the concept of "Literally cultivating people",which is conducive to improving the students' core Chinese literacy and guiding new teaching concepts and teaching operations.While this task group transforms teaching methods,it also brings many challenges.In the high school stage,heavy schoolwork,tight time,and forced language learning activities have caused the students to learn about the "contemporary cultural participation" task group not deeply enough,the learning effect is not ideal,and the students' core literacy of Chinese has not really improved.The acquisition of core literacy needs the support of deep learning.Individual students form literacy in the process of interacting with diversified real situations,constantly solving target problems and constructing meaning.Deep learning is such an activity and process.Therefore,this research uses deep learning as a perspective to explore the construction of high school Chinese "contemporary cultural participation" learning task group,and pays attention to whether the current front-line high school Chinese classroom implements deep learning truly and effectively,and whether students' learning effects are truly achieved.The strategy of promoting deep learning in the construction of "contemporary cultural participation" task group.The whole article is divided into six parts:The introduction and literature review part describes the background and significance of the research of this topic,introduces the research methods used,and summarizes the research status of deep learning and the "contemporary cultural participation" task group.The first chapter is an overview of the core concepts of this research.First,explain the connotation of deep learning and "contemporary cultural participation" task group,and conclude that the characteristics of deep learning are mainly the connection and transformation of knowledge and experience,the personal experience and experience of the student body,the formation and initiative of internal learning motivation,and reflective critical thinking.Cultivation and development;summed up the "contemporary cultural participation" task group has four characteristics of the times,openness,practicality,and culture.Secondly,from the perspectives of situational cognition theory,constructivism theory,learning community theory,and metacognition theory,the theoretical basis for the construction of "contemporary cultural participation" task group under the deep learning perspective is interpreted.Finally,it elaborates on the value of constructing the task group of "contemporary cultural participation" in high school Chinese from the perspective of deep learning.The second chapter is about the construction of the current high school Chinese "contemporary cultural participation" task group and the exploration of the teaching status.Through questionnaire surveys of students and interviews with teachers on the same line,it is found that the teaching effect in the frontline teaching is not ideal,and there are shallow layers in practice.In the phenomenon of learning,the main problems that arise are: students' learning motivation is externalized,and their learning input is not enough;the participation process is falsified,and core literacy has not been improved;content learning is shallow,unable to solve complex problems;thinking training is superficial,not Will migrate applications.Combining the survey results and teaching practice,the author analyzes the reasons: the deviation of "student-oriented",the failure of collaborative mutual learning,insufficient learning support in all aspects,and the evaluation mechanism still needs to be improved.The third chapter focuses on practical problems in teaching and combined with deep learning theory,specifically expounds the construction strategy of the task group of high school Chinese "contemporary cultural participation" from the perspective of deep learning.The author mainly focuses on design principles,resource selection,implementation paths,evaluation mechanisms,etc.Active thinking has been carried out on this aspect.Teachers need to integrate various learning resources based on academic conditions,uphold scientific and reasonable design principles,combine the actual conditions of the school and each region,attach importance to creating situations,determine deep learning tasks,carry out rich learning and practice activities,establish a learning community,and guide students Carry out independent inquiry and cooperative inquiry,cultivate the students' Chinese core literacy,and achieve the effect of in-depth learning.It is also necessary to construct a scientific and effective three-dimensional and continuous evaluation mechanism from the aspects of evaluation subject,evaluation content,evaluation method,etc.,to promote students' reflection and timely control their own learning.The fourth chapter starts from the "Hometown Cultural Life" unit of the new high school Chinese textbook,designed to investigate the practical activities of "Hometown Spring Festival Cultural Life" to explore the effectiveness of the task group construction of "Contemporary Cultural Participation" from the perspective of deep learning.The last part is the conclusion,mainly to summarize and reflect on this research,and to look forward to the follow-up research of this topic.