Teaching Research On Learning Activities Of "Contemporary Cultural Participation" Learning Task Group

The setting of "contemporary cultural participation" learning task group learning activities is the highlight of the new round of Chinese curriculum reform.The learning task group of "contemporary cultural participation" has changed the previous teaching mode of teachers’ extensive explanation and analysis,and emphasizes teaching in the way of carrying out learning activities,which is of great significance to Chinese teaching in senior high school.Because the learning method of "contemporary culture participation" learning task group is relatively novel,there are many problems in teaching at present.This paper will put forward targeted teaching strategies for the problems existing in the teaching of learning activities of "contemporary cultural participation" learning task group,in order to provide teaching reference for front-line teachers.The first part of this paper is the introduction.Firstly,it expounds the five research origins of this paper: the training requirements of new people in the times,the need to improve core literacy,the practical call of Chinese curriculum,the reform of learning methods,and the implementation needs of learning task group;Secondly,it discusses the research purpose and significance of this paper;Thirdly,the literature review is carried out from the perspective of domestic research status and foreign research status;Finally,the research methods used in this paper are listed.The first chapter is a detailed overview of the learning activities of the "contemporary cultural participation" learning task group.Firstly,it defines and explains the core concepts of "contemporary cultural participation" learning task group and learning activities;Secondly,it summarizes the four characteristics of the learning activities of the "contemporary cultural participation" learning task group: timeliness,language,practicality and openness;Finally,it analyzes that the learning activities of the "contemporary cultural participation" learning task group have five teaching values:implementing typical speech practice activities,strengthening the relevance between Chinese and life,establishing the overall view of Chinese and society,cultivating the literacy to deal with reality,and strengthening the cultural self-confidence and identity.The second chapter analyzes the current situation of the teaching of learning activities of the "contemporary cultural participation" learning task group.The first grade students and front-line teachers in Nanning,Liuzhou,Fangchenggang and Beihai of Guangxi were investigated.Using the methods of questionnaire and interview,this paper analyzes the current teaching situation of "contemporary cultural participation" learning task group learning activities in senior high school.After investigation,it is found that the learning activities of "contemporary cultural participation" learning task group currently have five major problems in Teaching: inaccurate target positioning,unreal learning situation and poor effect,atypical and difficult task form,unreasonable activity design,mismatched evaluation methods and unitary evaluation subject.The third chapter puts forward targeted teaching strategies according to the problems found in the survey: first,clarify the learning objectives of the learning task group of "contemporary cultural participation" based on the three aspects of curriculum standards,teaching materials and students’ learning situation;The second is to create a learning activity situation by replacing the four roles,enlightening thinking activities and creating an emotional atmosphere;Third,combined with the curriculum standard,find out the typical task form,refine the task with the method of "big task + n small tasks" and decompose the difficulty of the learning task;The fourth is to construct the whole process of the activity from four aspects: firstly,it puts forward four principles to help teachers determine the theme of the activity,secondly clarifies the types of learning resources required for activity preparation,then puts forward four steps to help teachers reasonably set up learning groups,and finally discusses in detail the methods of reasonable arrangement of 9 class hours;Fifthly,the performance evaluation is introduced to help teachers summarize and transform the whole process results of the learning activities of the "contemporary cultural participation" learning task group,and determine the evaluation subject of the learning activities.According to the five strategies proposed in the second chapter,the fourth chapter designs the teaching case of "walking into Nanning who’s who",and makes case analysis and reflection summary.This paper puts forward a complete set of teaching design theory that can practically guide teachers to carry out the learning activities of "contemporary cultural participation" learning task group,and takes the unit of "hometown cultural life" as an example to carry out teaching design,that is,the theme learning activity of "walking into Nanning celebrity".It provides front-line teachers with valuable design theory and practical examples,and promotes the efficient development of the learning activities of the "contemporary cultural participation" learning task group.