A Study On The Teaching Strategy Of “Masterpieces Reading-guide” In Junior High School Based On Project-based Learning(PBL)

The "double reduction" policy and the implementation of the new version of the Compulsory Language Education Curriculum Standards in 2022 have led more and more language educators to actively seek innovative ways to integrate teaching resources and efficiently improve students’ language literacy in the midst of the pressure of test-taking.In this paper,we will examine the practical application of project-based teaching.In this paper,we present a case study and reflective analysis of the practical application of project-based learning in the teaching of reading masterpieces,taking the Chinese classical novels recommended for reading in the "Guided Reading of Masterpieces" section of the "Unified Textbook" language textbook as a research sample and conducting a project-based learning(PBL)study of "Guided Reading of Masterpieces" in junior high school.In this study,we attempt to identify the obstacles and contradictions in the teaching of reading masterpieces in junior high school,and apply the concept of "project-based learning" to propose some practical teaching strategies for the teaching of "guided reading of masterpieces".It also applies the concept of "project-based learning" and tries to propose some practical teaching strategies and examples for reference.The first chapter of the thesis is the introduction,which focuses on the background,purpose,literature review and significance of the study.The research is based on four aspects:the possibility and value of this thesis.In the section on "Background of the Study",the policy background and the background of the curriculum are discussed,and the basis of this study is demonstrated.The aim of the study is to examine the teaching strategies based on project-based learning(PBL),using an example of a selection from the category of ’Classical Chinese Novels’ in the ’Introduction to Masterpieces’ section of the ’Unified Textbook’ junior secondary language textbook.Chapter 2 of the thesis defines the concepts of "guided reading","project-based learning" and "classical Chinese novel",and traces the origins of the concepts from the perspectives of pragmatism theory,constructivism and dialogue teaching theory.The theoretical basis of "project-based learning" is analyzed from the perspectives of pragmatism theory,constructivism theory and dialogue teaching theory.It also analyses the theoretical basis of "project-based learning" from the perspectives of pragmatism theory,constructivism theory and dialogue teaching theory,and analyses the feasibility of applying "project-based learning" to the teaching of "guided reading of famous novels" in junior high school and evaluates the value of applying "project-based learning" to the teaching of "guided reading of famous novels" in junior high school.The thesis discusses the rationality and necessity of applying "project-based learning" to the teaching of "guided reading of masterpieces" in junior high school.Chapter 3 of the thesis adopts the case study method,questionnaire survey method and interview method to interview and analyse the current situation of teaching "guided reading of famous books" in the compulsory education textbooks and the actual reading habits and preferences of teachers and students.The thesis is based on interviews,questionnaires and data analysis,and attempts to find out the difficulties in teaching "Guided Reading of Masterpieces" and the difficulties of students in reading classical Chinese novels.Chapter 4 of the thesis analyses the application of project-based learning to the ’Guided Reading of Masterpieces’ section of junior secondary school from two perspectives.Firstly,the first section of Chapter 4 explains the principles of project-based learning in the teaching of ’guided reading of famous novels’ in junior high school from four aspects: ’clarifying core teaching concepts,combining real-life situations,setting ladder activities,and building scaffolds for language thinking’.In the second section of Chapter 4,a preliminary investigation is conducted to design the implementation process of project-based learning applied to the teaching of "guided reading" in junior high school,namely:(1)clarifying the learning objectives and limiting the time for initial self-reading;(2)creating a reading situation and encouraging critical thinking and questioning;(3)establishing a research project and formulating a learning plan;and establishing a study plan.(4)question-driven,in-depth text exploration,(5)group cooperation and exchange,production of reading results,(6)process scale evaluation,results exchange and displayChapter 5 of the dissertation takes the recommended reading of the "Guided Reading of Masterpieces" in the second book of Grade 9 of the "Unified Book"-"The History of Confucius"-as an example.The project-based learning practice in the teaching school is summarized and reflected on the gains and problems in the teaching process,in an attempt to provide a reference case for the design of "project-based learning" in the section of "Guided Reading of Masterpieces" and to bring some inspiration for the subsequent "project-based learning" study of whole book reading.This is an attempt to provide a reference case for the design of "project-based learning" in the "Guided Reading" section,and to bring some inspiration for subsequent research on "project-based learning" for whole book reading.