Research On A Study Of Chinese Group Reading In Senior High School From The Perspective Of Chinese Core Literacy

Your state is a piece of educational poverty,the author’s high school only began to implement group reading in 2018,the process is difficult and slow can be imagined.In this process,front-line teachers closely focus on "three-dimensional goals" to carry out teaching,"three-dimensional goals" point to knowledge,single reading teaching does not prevent students from "three-dimensional goals" of In 2021,when Guizhou entered the new curriculum reform,the teaching objectives changed from "three-dimensional objectives" to "core literacy".In 2021,when Guizhou entered the new curriculum reform,the teaching objectives changed from "three-dimensional objectives" to "core literacy"."The "core literacy" refers to the ability,which is the integration of the"three-dimensional objectives" and requires students to use their knowledge to solve problems in complex situations.Under this requirement,teachers need to change their teaching methods and shift to group reading according to the characteristics of "multiple texts in one lesson" in the Ministry of Education textbook.Based on theory and practice,the author finds that the changes brought by core literacy to language teaching coincide with group reading teaching,and group reading has become a necessary path to enhance students’ core literacy.With this opportunity,the author started a research on group reading in high school language in the context of language core literacy.This thesis includes the following contents.The introductory part includes the reasons for the selection of this paper from the reality,from "language construction and use","thinking development and enhancement","aesthetic appreciation and creation""In the past ten years,the author searched the structure of the research on group reading on China Knowledge Network and found that most of the research on group reading in China is at the stage of elementary and junior high school,and there is less research on group reading in high school,and there is little research on group reading based on core literacy.The research on group text reading is few and far between,mostly in journals.Finally,the main research methods used in this study are described.The first chapter first introduces the definition of the concept of core literacy,its characteristics and its pedagogical significance.Core literacy has comprehensive,developmental and integrative characteristics,which can make teaching objectives more specific,teaching contents more perfect and teaching methods more diverse in teaching.Then,based on core literacy,I define the concept of group reading,its theoretical basis and introduce the enhancement of core literacy based on textbooks,and finally determine the inseparable relationship between group reading and core literacy.In the second chapter,the author relies on questionnaires and conducts a questionnaire survey on two model high schools in his province,involving a total of 12 questions,including front-line teachers’ knowledge of core literacy,group reading,teaching methods,etc.From the questionnaire survey,we will find that front-line teachers recognize the role of group reading for students to enhance core literacy on the one hand,but on the other hand,the frequency of group question reading in classroom teaching is low.In response to this phenomenon,the author makes attributions from three aspects: teachers themselves,classroom teaching,and reality.In the third chapter,the author gives a study of reading strategies for group reading based on core literacy.Firstly,the author analyzes the characteristics of the Ministry of Education’s textbook in terms of structural integrity,double-line combination and quantitative evaluation,and then gives the teaching strategies that need to be paid attention to in terms of topic selection,contextual tasks,text combination and evaluation.Finally,according to the teaching strategies,the author presents and evaluates the lesson cases in the hope that the analysis of the lesson cases can serve as a reference for teachers.The concluding part of the paper analyzes the problems of this research and provides an outlook on the research of group reading based on the core literacy perspective.