Teaching Research On The Learning Task Group Of "Academic Thesis Special Discussion" In High School

"Learning task group" is a new concept put forward in the General High School Chinese Curriculum Standards(2017 edition),including 18 aspects of content.The topic discussion of academic works is the 18 th task group,ranking the last,and its importance is self-evident.According to the requirements of the new curriculum standard,how to effectively apply this learning task group into the actual teaching is a problem we need to solve.The purpose of this study is to analyze and study the learning task group of "academic dissertations",and to explore implementation strategies and design teaching programs by taking the academic dissertations of Rural China as an example,in order to provide reference for front-line teaching practices.In the introduction part,the author introduces the background of the topic from the aspects of Chinese curriculum standard requirements,the proposal of the study task group of "academic treatises" and the teaching value of "Rural China".The present situation of its research is summarized from both foreign and domestic aspects.The two core concepts of "academic dissertations" and "learning task groups" are explained.The purpose and significance of the research are pointed out,and the research methods are also introduced.The first chapter is the investigation and research,the author from the students and teachers of the two aspects of the "academic works symposium" investigation and analysis.By means of questionnaire survey,the author investigated students from a high school in Huangshi,Hubei Province and a high school in Changshou,Chongqing respectively,and investigated several teachers from Hubei,Chongqing and Hainan.The results show that high school students have the problems of low understanding degree of academic works,low interest in reading academic works and poor reading ability of academic works.High school teachers have their own level is not high,low reading and teaching concept wrong problems.The second chapter is the study of Rural China.The author starts from the main content of Rural China,analyzes its text briefly,and focuses on explaining its biggest characteristic--"rural nature".Then it explains the teaching value of Rural China from four aspects: construction and application of academic language,development and promotion of logical thinking,appreciation and creation of rational beauty and inheritance and development of academic culture.The third chapter is teaching implementation.Starting from the theory,the author takes the theory of "the area of proximal development",the theory of cognitive development and the theory of constructivism learning as the theoretical design basis of the "academic treatises Symposium" in high school,and then prepares for the implementation from the three aspects of learning situation,teaching materials,teaching objectives and key and difficult points.Finally,the author takes the academic treatises "Rural China" as an example for practical teaching.Including lead-in,topic selection,seminar and writing classes.It is worth mentioning that in the seminar,the author set up four topics for students to discuss,namely,"Why Chinese people love planting vegetables","what are the reasons for the Spring Festival travel rush","the idea of falling leaves returning to the root" and "the practice of Qiu Ju litigating".The fourth chapter is teaching reflection.At the end of the teaching activities,the advantages and existing problems brought by the "academic dissertations" to the teaching of "Rural China" are analyzed,so as to put forward improvement suggestions for students,teachers and schools,so as to optimize the teaching and promote the all-round development of students.