Research On High School Chinese Large Unit Teaching From The Perspective Of Learning Task Groups

Since entering the new era,domestic education curriculum reform has entered a new historical stage.After the introduction of the "New Curriculum Standards",the reform of education curriculum with core competencies as the focus has quickly become a key issue in domestic education and teaching research.This Chinese curriculum reform has constructed 18 learning task groups,which are task oriented,project oriented,and real language practice activities to integrate learning situations,learning content,learning methods,and learning resources,so as to promote the real occurrence of Chinese learning.In this context,the traditional "single article teaching" and "single class teaching" models are no longer able to meet the requirements of the new curriculum reform for cultivating core Chinese literacy.Emphasizing the integration perspective of large unit teaching is a powerful tool for achieving the "New Curriculum Standards" learning task group teaching and promoting the development of students’ core competencies,which is of great significance for promoting the continuous deepening of Chinese language curriculum reform.However,there are still many problems in the implementation of the large unit teaching paradigm in high school Chinese classrooms,which urgently need to be addressed.This article consists of three parts:introduction,main text,and conclusion.In the introduction section,the author explains the research origin,significance,and literature review of this article,and briefly explains the research methods used.The main body consists of three chapters:Chapter 1 analyzes the concepts,related concepts,characteristics,and values of high school Chinese language unit teaching from the perspective of learning task groups;Chapter 2 uses the questionnaire survey method to investigate teachers and students in order to understand the current situation of high school Chinese language teaching in large units,identify existing problems,and conduct attribution analysis;Chapter 3 proposes corresponding solutions to the current difficulties faced by high school Chinese language teaching in large units.Through the analysis of the questionnaire data,this paper finds that:for the problem of fragmentation of teaching content,we can develop teaching content and awaken the awareness of integration;In response to the formalization of the teaching process,practical,exploratory,and related learning tasks can be released based on the "student" and"foundation";In response to the problem of single and lagging teaching evaluation,the evaluation process can be optimized to achieve consistency between teaching,learning,and evaluation.I hope that the research in this article can provide some inspiration for the implementation of high school Chinese language teaching in large units,and make some efforts to deepen and develop related research.