Research On High School Practical Text Reading Teaching Based On Learning Task Group

Practical texts are inextricably linked to everyday life.People frequently have access to practical texts in their daily lives,such as speeches,reports,and notifications.As the primary component of Chinese reading instruction in senior high schools(2017 edition,2020 revision)(hereinafter referred to as the “new curriculum standard”),the Chinese curriculum standard for senior high schools(2017 edition,2020 revision)(hereinafter referred to as the “new curriculum standard”)clearly defines the learning task group of “practical reading and communication,” and makes explicit and specific provisions regarding the curriculum objectives and teaching contents of practical text instruction.As may be seen,mastering practical text instruction is critical.On the basis of the teaching task group “practical reading and communication,” and using the unified edition of high school Chinese textbooks as a case study,this article analyzes the current state and causes of practical text reading teaching and proposes specific and feasible interpretation strategies.Three chapters comprise the major body.The first chapter discusses the rationale for and requirements for the “practical reading and communication” learning task group,which is responsible for the instruction of practical text reading in senior high school.The second chapter,using questionnaires and interviews,analyzes the problems and causes of current practical text reading instruction in senior high school,including an insufficient embodiment of practical text teaching's practical characteristics,a lack of ability training for students in practical text instruction,and the solidification of practical text instruction evaluation thinking-an insufficient mastery of the practical text instruction knowledge system.This article examines two of its shortcomings: a lack of multidimensional knowledge of practical text teaching material,a restrictive selection of practical text teaching techniques,and a dearth of in-depth study on practical text teaching assessment.The third chapter,based on the learning task group “practical reading and communication,” focuses on how to improve the current state of practical text reading instruction in senior high school,from the perspectives of establishing a scientific concept of practical text reading instruction,optimizing practical text teaching methods,constructing an appropriate mode of practical text reading instruction,and improving the practical text reading instruction evaluation mechanism.