Analysis On "Unit Learning Tasks" Of The Unified Edition Of Compulsory High School Chinese Textbooks

Under the policy background of establishing moral integrity in cultivation,as the value orientation of the new round of basic education curriculum reform,core literacy will have a profound impact on textbook compilation,curriculum development and teaching reform.In core literacy-oriented subject learning,learning tasks have become a main line that runs through the compilation of textbooks,curriculum design and teaching activities,and learning tasks have become an important carrier for the cultivation of students' core literacy.Relying on this background,the unified education of high school Chinese textbooks adopts a two-line parallel design of "learning task group" and "humanities theme".In each unit,a "unit learning tasks" is designed as the basis for teachers' teaching design and the "handle" for students' self-learning.However,we want to know if the current design of "unit learning tasks" successfully trigger the transformation of Chinese teaching in high schools and thus serve the goal of literacy cultivation?Based on the above thinking,this research focuses on three research questions:(1)How to construct framework of "unit learning tasks" for analysis ?(2)Based on the analytical framework,what is the overall design of the "unit learning tasks" for the unified education of compulsory high school Chinese textbooks? In what aspects has it been relatively perfect? What needs to be improved?(3)Based on the analytical results,what suggestions can be made to improve the design of "unit learning tasks" ? To this end,the research constructs and revises the analytical framework through literature analysis and expert questionnaires,and uses this framework to conduct six-dimensional text analysis and descriptive statistics on the sixteen “unit learning tasks” of the unified education of compulsory high school Chinese textbooks.At last,the author puts forward research thoughts and suggestions.Analyzing the "unit learning tasks" from the perspective of Chinese core literacy,The design of "unit learning tasks" in terms of context creation,advancedness,clarity and interdisciplinary is relatively substantial,reflecting the basic attributes of the "unit learning tasks".But there are also some problems:(1)the consistency of the "unit learning task" and the curriculum standards is not high;(2)the context design of the "unit learning tasks" is relatively adequate,but the quality is not good enough;(3)Insufficient problem design;(4)The level of task advancement is uneven;(5)The task clarity is low;(6)The interdisciplinary content design is adequate,but the level is relatively shallow.Therefore,the author puts forward the following suggestions for textbook revision:(1)Study the curriculum standards in depth to improve the consistency of "unit learning tasks" and curriculum standards;(2)Strengthen the authenticity of situations to optimize the quality of situational design of "unit learning tasks";(3)Start from actual needs to ensure that the problem design of "unit learning tasks" is reasonably reasonable;(4)Strengthen the rationalization of internal structure to improve the advanced nature of "unit learning tasks";(5)Strengthen task attributes and attach importance to "unit learning tasks"(6)Strengthen the depth of interdisciplinary design and improve the interdisciplinary attributes of “unit learning tasks”.