Teaching Research On Practical Reading And Communication In High School Chinese Based On Project-based Learning

The practical reading and communication task group plays an important role in the cultivation of students' basic literacy of modern citizens because of its unique value orientation of practicality.However,the teaching of the task group is not satisfactory.The main reason is that teachers do not understand the curriculum standard enough.As the teaching method recommended by the new curriculum standard,project-based learning has obvious guiding significance of "doing middle school ",which can realize the all-round development of students' intrinsic motivation,problem-solving ability,inquiry ability,cooperation skill and transfer ability,but at present,its combination with " learning task group " has not been fully spread out.Considering that there are many aspects of consistency in the pursuit of the two,the article tries to integrate project learning into the teaching of "practical reading and communication" in high school Chinese in order to promote the effective cultivation of students' basic literacy of modern citizens.The article consists of three parts: first,introduction and literature review.On the basis of literature research,The chapter expounds the research background and significance,summarizes the current research situation,and combs the research ideas and methods.Second,there are five chapters in the text.The first and second chapters start from the theoretical dimension,and use the literature research method to discuss the core concepts,teaching significance,theoretical support,teaching characteristics and teaching process.The third chapter uses the investigation method to clarify the problems and attribution of project-based learning in the teaching of practical reading and communication in senior high school Chinese.Chapter 4 and Chapter 5are based on the research results of the present situation.On the one hand,the case analysis method is used to sum up the feasible strategies of teaching,including "close to the situation of teaching practical project correctly "," use the activity task,help the project to carry out cooperatively "," pay attention to the learning performance,realize the project efficient conclusion ".On the other hand,take the concrete teaching design as an example,guide the strategy into the practical application through the action research method,and reflect on it according to the teaching situation;third,the conclusion part.It is found that project learning,as an optimized teaching method,can break the boundaries of knowledge and practice,connect with real situations,enrich students' life experience and emotional experience,improve the level of reading and expression communication,and enhance the ability to adapt to and serve the society.However,there are some shortcomings in the application of project learning in the teaching of "practical reading and communication" in senior high school Chinese,such as the increase of teaching time and the lack of project scheme;the students' learning situation is complex and the learning is mere formality;the teachers' ability is limited and the external support is insufficient.Nevertheless,project-based learning itself does have the advantage of adapting to the task group teaching of "practical reading and communication ",but the combination time of the two is too short to be further optimized by researchers.