Research On Teaching Strategies Of Comprehensive Activity Unit In High School Chinese Course

The unified compilation of high school Chinese textbooks innovatively sets up four comprehensive activity units,which together with the reading and writing unit and the reading unit of the whole book support 18 learning task groups,and play a non-negligible role in comprehensively cultivating the core literacy of students’Chinese subject and constructing the system of students’ core literacy.This study explores the teaching strategies of integrated activity units in high school Chinese by using methods such as concept combing,questionnaire survey,interview and case study.The main body of the study is divided into the following three parts:The first part expounds the connotation and characteristics of the comprehensive activity unit of high school Chinese and explores its teaching value from the perspective of teaching and learning.First,the concept of "Chinese comprehensive practice activities" is explained,and then the corresponding relationship between the four comprehensive activity units and learning task groups is discussed.From the point to the surface,finally,the comprehensive activity unit of high school Chinese and the comprehensive learning of primary and secondary schools are connected,so that the connotation of the comprehensive activity unit is more "three-dimensional".Secondly,it analyzes the different points of integrated activity unit from the perspectives of Chinese subject and integrated practice.Finally,it is to explore the teaching value of integrated activity unit for cultivating students’ Chinese literacy and demonstrating unit activity teaching.The second part explores the teaching status of integrated activity unit by analyzing the results of teacher interview and students’ questionnaire filling.The results show that the existing teaching has some merits,such as the theoretical understanding of the value of integrated activity unit teaching and the attempt to develop curriculum resources.There are also shortcomings,such as the confusion of textbook development standards,the imperfection of learning scaffolding,the single evaluation mechanism and the weakening of learning transfer.The third part puts forward the teaching strategy according to the teaching situation.This part puts forward the overall teaching strategies applicable to the four integrated activity units from the four dimensions of developing teaching materials,developing curriculum resources,building learning support and improving evaluation mechanism,and implements the overall teaching strategies into each specific integrated activity unit according to the learning objectives and activity themes of different activity units,aiming at improving the operability of teaching strategies.