Research On The Application Strategy Of "Unit Learning Task" In The Unified Compilation Of High School Chinese Textbooks From The Perspective Of Core Literacy

In the fall of 2019,the unified version of the high school Chinese textbook was put into use,ending the "one program and many books" that lasted for more than 30 years and returning to the era of unified editing.The biggest highlight of the unified version of the high school Chinese textbook is the elimination of after-class practice questions and the setting of "unit learning tasks" pointing to the entire unit.The "Unit Learning Task" integrates the advanced concepts of a large number of Chinese curriculum researchers,breaks through the inherent detection and consolidation functions of the practice system in previous textbooks,and becomes a powerful starting point in teaching activities.Core literacy refers to the correct values,necessary character and key abilities that students should achieve after learning a course,and its condensation is a major feature of the new curriculum standard,and the "unit learning task" is placed under the perspective of core literacy for research,which can give full play to the function of "unit learning task" and promote students’ all-round development.The paper is mainly composed of the following five chapters:The first chapter is an introduction,which expounds the research origin and significance of this topic,sorts out the literature on the topic,and puts forward the research methods of the paper.Chapter two provides an overview of Unit Learning Tasks.The concepts related to "unit learning tasks" are sorted out and defined,the basis for the preparation of "unit learning tasks" is analyzed,and the relationship between "unit learning tasks" and other sections is discussed,in addition,the concepts related to core literacy are explained.Chapter three is a comparative analysis of "Unit Learning Tasks" and "Seminars and Exercises".First,from the four aspects of name,location,content and quantity,the"discussion and practice" of the compulsory five volumes of the high school Chinese textbook of the People’s Education Edition and the "unit learning tasks" of the first and second volumes of the compulsory high school Chinese textbook of the unified edition were compared as a whole,and then the "discussion and practice" and "unit learning tasks" were classified and compared under the perspective of core literacy,and the four categories of language construction and use,thinking development and improvement,aesthetic appreciation and creation,cultural inheritance and understanding were further refined and comparatively analyzed,and finally summarized Unit Learning Tasks"features.Chapter four is an investigation and analysis of the application of "unit learning tasks" in practice.Teachers and students who have used the new textbooks in Shanxi and Heilongjiang were the survey subjects,and interviews and questionnaires were carried out to understand their understanding and use of "unit learning tasks" through collation and analysis of the obtained data,and on this basis,the situation of "unit learning tasks" in the actual use process was summarized.Chapter five proposes the application strategy of "unit learning tasks".Based on the previous comparative analysis and survey analysis,some strategies for the actual use of "unit learning tasks" are proposed from the four aspects of language core literacy.