Research On The Teaching Strategies Of High School Chinese "Cross-Cultural Seminar" Learning Task Group

"High School Chinese Curriculum Standards(2017 Edition)" proposes a learning task group of "cross-cultural seminars".Although it is among the elective courses,on the one hand,"cross-cultural" is closely related to the current era.In such an era of frequent international exchanges and multi-cultural symbiosis and interaction,understanding the similarities and differences between different cultures and correctly viewing foreign and local cultures are essential humanistic qualities for students in the new era.On the other hand,in the high school Chinese textbooks edited by the Ministry,Hamlet,The Metamorphoses,David Copperfield(excerpts),Resurrection(excerpts),A Doll’s House(excerpts)and other foreign classics of various genres are also listed impressively.The study and understanding of classic works also calls for students’ cross-cultural vision and literacy.At the same time,the "Cross-Cultural Seminar" learning task group directly refers to the core literacy of the Chinese subject of "cultural understanding and inheritance".The core quality of "cultural understanding and inheritance" is defined as "students inherit and carry forward Chinese excellent traditional culture,revolutionary culture and advanced socialist culture,understand and learn from the cultures of different ethnic groups and regions,and expand their cultural horizons in their language learning,to enhance cultural awareness..." It can be seen that the understanding of the national culture of one’s own country is inseparable from the understanding and observation of the cultures of other countries and other nationalities.It is in the development of cultural horizons that students can have a deeper understanding of what traditional culture is,what is "our" culture,and then understand the positioning of the national culture in the forest of national cultures in the world,and enhance the students’ sense of identity with the national culture.How to conscientiously implement the relevant provisions of the curriculum standards in teaching practice is an important problem encountered by many front-line teachers.This paper focuses on the practical problems that need to be explored urgently in this field.The research is divided into three parts.The first part is an overview of the "Cross-Cultural Symposium" learning task group,focusing on the "what" and "why" issues.By drawing on the concept of "cross-cultural" in pedagogy and literature research,it defines what is "cross-cultural" in Chinese teaching,and analyzes the similarities and differences between "cross-cultural seminars" and "study of foreign writers’ works".Then it discusses the core concept and teaching significance of the "Cross-Cultural Symposium" learning task group,and clarifies the unique advantages of the "Cross-Cultural Symposium" task group in teaching.The second part is about the implementation strategy of the "Cross-Cultural Symposium" learning task group,focusing on the "what to teach" and "how to teach" problems of the learning task group.The teaching content of the learning task group is described in detail through text selection and perspective,and effective teaching strategies are tried according to the logic and time sequence of the learning task group in teaching practice.It includes strategies for developing and constructing curriculum resources,strategies for organizing and implementing teaching activities,and strategies for multiple evaluation of teaching achievements.The third part is the practice part of the "cross-cultural seminar" learning task group.Through the design and implementation of teaching cases,this paper presents the specific appearance of the above teaching strategies in the actual teaching process,verifies the effectiveness of the teaching strategies in this paper,and provides reference for the majority of front-line teachers.