Research On The Application Situation Of Learning Task List Of Chinese Reading In The Middle And High Grades Of Primary Schools

As a task-driven learning tool,the learning task list can optimize the reading teaching of teachers and the reading learning of students,help students actively participate in the execution of learning tasks,reverse the status quo of indoctrination teaching and passive learning,and improve students’ independent learning ability.The purpose of this study is to understand the current situation of Chinese teachers applying learning task list of Chinese reading in the middle and high grades of primary schools,summarize what problems exist in the application process,find out the reasons behind the problems,and put forward suggestions for solving the problems.In the process of research,the research methods of literature research method,questionnaire survey method and interview method were mainly used.First of all,by combing the relevant literature of predecessors,sorting out the development process and basic composition of the learning task list,and clarifying the type and operation process of the learning task list in the teaching of language reading.Secondly,a questionnaire survey was conducted on 152 primary Chinese teachers of middle and high grades in 14 schools in East China.In the end,9 teachers were selected for indepth interviews.This study investigates the current situation of the application of learning task sheets by Chinese teachers in middle and high primary schools from the perspective of understanding and practice,and finds that there are the following problems in the process of reading teaching by teachers in the middle and high grades of primary schools: teachers’ understanding of learning task lists is insufficient,the application of learning task lists lacks scientificity,and the evaluation of learning task lists is not comprehensive enough.In view of these problems,this study analyzes the causes of the problems from three aspects: the user,the application process of the learning task list,and the evaluation of the learning task list: the teacher’s concept is conservative and the sense of inquiry is weak,the learning task list has few application resources and lacks teaching and research support,and the learning task list lacks evaluation standards.According to the problems summarized and related reasons,the following suggestions are proposed: First,it is necessary to improve the understanding of the learning task list and the reading teaching ability,including strengthening the learning of the relevant theories of the learning task list and improving the reading ability of the teachers themselves;The second is to optimize the application of learning task lists in reading teaching,including teachers selecting learning task list types in combination with reading teaching needs,schools building learning task list communication platforms for teachers,and textbook writers paying attention to the development of teaching materials supporting learning task lists;The third is to formulate scientific and gradient learning task list evaluation standards,including setting reading learning evaluation standards in accordance with the requirements of curriculum standards and comprehensively taking into account the differences in students’ reading ability.Combined with the improvement strategy,the example of reading the teaching learning task list is shown at the end.To a certain extent,the results of this study help educators and researchers engaged in the teaching of Chinese reading in the middle and high grades of primary schools to understand the application status of the learning task list,and provide reference value for the subsequent optimization of the application of the learning task list of Chinese reading in the middle and high grades of primary schools.