Research On The Teaching Of Chinese "Interdisciplinary Learning" Learning Task Group In Junior High School

The 21st century calls for a revolution in education.It is a common pursuit of global education to cultivate citizens’ future-oriented core competencies in the 21st century.To carry out interdisciplinary learning in the field of basic education is a major choice for our country to meet the challenges of future social development.Chinese "interdisciplinary learning" task group,as one of the "extended task groups",aims to guide students to break the boundary between disciplines,improve their language application ability in the process of solving complex problems,and form the necessary character,key ability and correct value concept.It links Chinese courses with students’ life,and promotes the comprehensive development of students’ core qualities.Interdisciplinary learning has been widely concerned by teachers and researcher.This thesis consists of three parts:introduction,text and conclusion.The introduction part focuses on the research background,research questions and significance of this paper as well as the research ideas and methods,then briefly reviews the domestic and foreign research from both theoretical and practical aspects.The first chapter combs the development context of the concept of interdisciplinary education in the history of Chinese education.Through literature analysis and comparative study,analyzes related concepts,and on this basis analyzes the connotation,purpose,goal and content of the task group of"interdisciplinary learning".The second chapter,based on the theme suggestions of"interdisciplinary learning" task group in Compulsory Education Chinese Curriculum Standards(2022 Edition),divides the topics of interdisciplinary learning into five categories:interdisciplinary,physical and mental health,social hot spots,spiritual civilization,and cultural activities.Six domestic and foreign cases under five themes are selected as research objects,and the cases are analyzed from three dimensions:topic selection,content organization and evaluation method.Chapter three to Chapter five,based on the results of case analysis,combined with relevant theories and practical exploration,puts forward targeted strategies from three aspects:determination of learning theme,selection of content and teaching evaluation,and provides strategic suggestions for the development of "interdisciplinary learning" task group.Through the theoretical discussion and case analysis of "interdisciplinary learning"task group comes to the conclusions as follows.First of all,"interdisciplinary learning"task group has three integration orientation:integration of big concept,integration of life experience and integration of the ability to use language.It is suggested that the topics of interdisciplinary learning can be extracted from curriculum standards,textbooks,school-based and local resources of various disciplines,or cater to students’ interests.Secondly,based on the results of relevant research and case analysis,concludes five content organization strategies of "interdisciplinary learning" task group:project leading,problem-driven,context creation,activity generation and collaborative inquiry.Finally,it concludes that evaluation objectives should give consideration to the cultivation of disciplinary literacy as well as interdisciplinary literacy,Evaluation contents mainly include learning results,basic subject content,learning attitude and ability,and interdisciplinary understanding.Evaluation methods include performance evaluation,formative evaluation and terminal evaluation.The evaluation tools are rubric,scale,standardized test and file bag.