| The rapid changes of the times have led to a deeper integration of education and information technology,which has had a profound impact on the construction of the subject curriculum and the implementation of teaching.The GCSE Language Curriculum Standards(2017 Version Amended 2020)(following called to as the Curriculum Standards)have incorporated the "Reading and Communication Across Media" learning task group into the new teaching content,which is a necessary requirement for the curriculum reform in the new era and a new teaching reform.This task group enables students to improve their understanding and expression of different media and to enhance the core literacy of the language subject,with media literacy as the main component,thus promoting their all-round development.However,the new concept of ’reading and communicating trans media’ is still in its infancy,and there are many dilemmas in the teaching and learning of this new concept.In this paper,we take the "Reading and Communication Across Media" unit of the Unified Edition as the theme of our study,and go into the front-line high school classrooms to explore the teaching of the "Reading and Communication Trans Media" unit,so as to promote the development of the "Reading and Communication Across Media" unit.This study is based on the social development of the classroom.Firstly,based on the needs of social development,the provisions of the curriculum standards and the changes in reading styles in language teaching,this study collates and analyses the results of existing research,and concludes that the"cross-media reading and communication" task group is based on the development of cross-media reading skills as an essential requirement,and the development of critical thinking skills as a potential requirement.The content of the "Reading and Communicating Across Media" unit is clear,i.e.the learning tasks are sequential,independent and coherent;the learning activities are simple and clear,in line with students’ media experiences;the focus is on group work and communication,and the demonstration of learning outcomes is strengthened."The content of the unit is characterised by a strong focus on the humanistic theme of media literacy,a combination of integrated,practical and self-directed activity units,and a cross-textual,cross-task group curriculum structure.Secondly,through observing and compiling the teaching video of the lesson "Language Life in the Information Age",we analysed the results of classroom observations of teachers,students and the teaching content,and found that the teachers’ teaching of this unit had four aspects,namely a low level of achievement of teaching objectives,a single way of presenting teaching content,a low level of expansion of learning resources and a low weighting of reading teaching.Again,with the help of interviews,we analyse the specific reasons for the shortcomings in the teaching of the unit "Reading and Communication Trans Media",and finally propose a unit teaching objective that points to the development of higher-order thinking and the cultivation of media literacy;a unit teaching method that points to the support of information technology and the sharing of multiple media;a unit teaching method that points to the development of in-class teaching materials and the expansion of learning resources outside the classroom;and a unit teaching method that points to the supplementation of media reading and the integration of knowledge.The unit is based on five possible pathways: the development of materials in the classroom and the use of learning resources in the form of extra-curricular reading;and the integration of knowledge into the content of the unit.Finally,based on the principles of depth,interactivity and comprehensiveness,three teaching cases are designed to fit the unit according to the text and the learning situation,taking into account the requirements of the standard and the content of the textbook,and explaining their design intentions. |
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