Research On Teaching Strategy Of "Practical Reading And Communication" Learning Task Group In Primary Chinese

With the promulgation of the Language Curriculum Standards for Compulsory Education(2022 Edition),the development of students’ core literacy has been given unprecedented importance in the compulsory education stage.In the 2022 edition,language learning task groups are set up for the first time,among which "Practical Reading and Communication" is one of the developmental task groups,aiming to promote the cultivation of students’ core literacy from the level of social and practical life,which can strongly overcome the problem that the language curriculum is detached from the real life in the past.The study will explore the practical value of the "Practical Reading and Communication" learning task group,sort out the content of the text,understand the current situation and problems of teaching this task group,and propose corresponding teaching strategies,which will help enrich the research on the teaching of this learning task group.The study uses questionnaires and interviews to investigate the cognition,attitude,implementation and teaching status of the "Practical Reading and Communication" learning task group in Y Experimental Primary School in Nanning City.On the basis of this survey,we will reveal the problems that exist in the teaching process of the "Practical Reading and Communication" learning task group,analyze the reasons behind them,and propose teaching strategies for the "Practical Reading and Communication" learning task group in elementary school based on the guidance of theories such as the core literacy of language subjects.The study found that there are certain problems in the teaching of the "Practical Reading and Communication" learning task group at both teacher and student levels.Teachers: Many teachers attach little importance to this learning task group and neglect the value of functional texts in language teaching;they are weak in their awareness of independent learning,and their teaching methods and approaches do not closely follow the characteristics of "contextuality",failing to create realistic situations and teaching activities for students in the teaching of this learning task group;they are one-sided in their assessment of students’ There is one-sidedness in the assessment of students,with excessive emphasis on the accumulation of students’ textual knowledge.Students: lack of understanding of the learning task group,low interest in learning,lack of enthusiasm and initiative in learning,weak awareness of applying learning to practical use,and difficulties in extracting practical knowledge.The reasons for the above-mentioned problems are many: firstly,teachers are lagging behind in their ideology and do not have a deep enough understanding of this task group,so it is difficult to grasp the teaching focus;secondly,students are not familiar with the relevant contents of this task group and lack a deep understanding of this task group;thirdly,the school does not pay attention to the role of this learning task group in teaching,and lacks guidance and management for teachers.Guided by the relevant theories and combined with the teaching suggestions of the 2022 edition of the curriculum,based on the above problems and reasons,we believe that the teaching of the "Practical Reading and Communication" learning task group should be improved in the following aspects: first,to strengthen cognition and understand the knowledge of the task group in various aspects;second,to focus on the context and lead the learning of the task group with teaching tips;then,to help students develop a sense of independent learning;finally,schools should ensure the implementation of the learning task group in teaching.Secondly,we should focus on the context and use teaching tips to lead the learning of the task group;then,we should help students to establish the awareness of independent learning;finally,schools should ensure the implementation of the learning task group in the teaching.