Research On The Teaching Of "Unit Learning Task" Of Chinese In Senior High School From The Perspective Of Deep Learning

The unified version of the high school Chinese textbook has been reintegrated and reconstructed based on the "General High School Chinese Curriculum Standards(2017 Edition and 2020 Revision)",and the rational use of this version of the textbook is a requirement of the development of the times and curriculum reform,and it is also the only way for every language teacher.An important difference between the unified version of the textbook and the previous textbooks is the new "Unit Learning Tasks" section,which takes the unit as the organizational framework and the task as the guide,and combines reading and appreciation,expression and communication,combing and inquiry and other activities to design,which is more conducive to promoting the comprehensive development of teachers’ teaching and students’ core literacy.Therefore,this paper focuses on the teaching of "unit learning tasks" in the compulsory textbook of high school Chinese.Deep learning theory is a cutting-edge theory in the current academic circle,which has the main characteristics of emphasizing deep cognition,problem situations,etc.,and has a guiding and reference role in the teaching of "unit learning tasks",so the author will take deep learning as a theoretical guide to carry out research on "unit learning tasks" teaching from this perspective,in order to provide effective guidance for teachers’ actual teaching and contribute to the cultivation of students’ core literacy in Chinese subjects.The paper is divided into five parts.The introduction part introduces the research origin,research significance,research review,research design and research innovation points of this paper.This section provides the basis for the rest of the article and provides overarching programmatic guidance.The first chapter mainly introduces the definition of the core concepts of the paper and the teaching meaning and significance of "unit learning task" under deep learning,and discusses the deep relationship between deep learning and "unit learning task" teaching in the definition of concepts.The meaning is mainly carried out around the characteristics and principles,and the meaning is discussed from four aspects:developing students’ core language literacy,improving the teaching efficiency of language teachers,stimulating and regulating the interest and attitude of teachers and students,and implementing the implementation concept of curriculum policy.Chapter 2 mainly analyzes the current situation of teaching "unit learning tasks" in high school Chinese.Through the basic method of designing the questionnaire,the teaching status of front-line teachers and students was obtained,and the questionnaire was summarized and analyzed in combination with relevant theories,and the existing achievements,existing problems and the causes of the problems were discussed.The third chapter puts forward the strategy of "unit learning task" teaching from the perspective of deep learning.The author first divided and sorted out the "unit learning tasks" in the first and second volumes of compulsory courses,and proposed corresponding measures around reading and appreciation,expression and communication,combing and inquiry,and other four parts of activities.Chapter 4 discusses how to effectively evaluate the teaching of "unit learning tasks"from the perspective of deep learning.Evaluation is an indispensable part of the teaching process and needs to be paid attention to by teachers and students.The author hopes that an all-round and multi-angle evaluation mechanism can be established to ensure the effective implementation of teaching and provide reference for the majority of educators.