Research On The Integrated Teaching Of Chinese Reading And Writing In Junior Middle Schools Based On Learning Task Group

Chinese Curriculum Standards for Compulsory Education(2022 version)was officially released in April 2022,and clearly put forward the idea of integrating "learning task groups",aiming at cultivating students’ core Chinese quality."Combined reading and writing" teaching emphasizes the combination of reading and writing to jointly cultivate students’ reading and writing ability,which is in line with the integration concept advocated by "learning task group".Therefore,this paper conducts research on the combination of reading and writing teaching under the concept of learning task groups,adopts literature research method and investigation method to analyze the current situation of the combination of reading and writing teaching in junior middle school Chinese classroom,takes the teaching requirements of the combination of reading and writing in the new curriculum standards and textbooks as reference,and explores the teaching strategy of "combination of reading and writing" in junior middle school Chinese under the background of learning task groups.The main part of this study consists of three chapters.The introduction of this paper explains the research background and significance,research status,research content and methods and core concepts.The first chapter describes the characteristics and value of learning task groups,and analyzes the requirements of combined reading and writing teaching in junior middle school based on the new curriculum standards and the content of the unified version of junior middle school Chinese textbooks,and finally expounds the role of learning task groups in combined reading and writing in junior middle school Chinese.The second chapter analyzes and investigates the current situation of combined reading and writing teaching in junior middle school under the background of learning task groups,investigates the cognition,actual teaching and evaluation of combined reading and writing teaching from both teachers and students,and finds out the problems in "combined reading and writing" teaching: The imbalance of reading and writing teaching ratio,the arbitrary selection of reading and writing combination points,the model of reading and writing combination teaching activities,the lack of process of reading and writing combination teaching evaluation and other problems,and the reason for the existence of the problem is the influence of exam-oriented education,the insufficient cognition of reading and writing combination teaching,no in-depth exploration of reading and writing combination teaching activities and the neglect of the effect of evaluation.In Chapter 3,based on the background of learning task groups and the unified edition of junior middle school Chinese textbooks,the author proposes that teachers should change the traditional cognition of reading and writing teaching,determine the content of reading and writing combined teaching,design the activities of reading and writing combined teaching and optimize the evaluation mechanism of reading and writing combined teaching.Under the new background of learning task groups,this paper rethinks the teaching path of combining reading and writing,aiming at teachers to open the idea of combining reading and writing with teaching under the concept of learning task groups,so as to provide directions for future development in "learning task groups".