Teaching Research On Task Groups Of Chinese Traditional Culture Seminar

In 2017,the newly promulgated "Chinese Curriculum Standards for Ordinary Senior High Schools" proposed a new concept of "learning task groups"."Chinese Traditional Culture Symposium" is the 14 th task group.In 2022,the Ministry of Education published elective textbooks for this task group,which includes six topics.So how to implement the learning of this task group? This paper grasps the characteristics and requirements of the learning task group in the new curriculum standard,uses the teaching concept of "special seminar" and the form of "task list" to study the teaching path of the task group of "Chinese traditional culture seminar",and puts forward the teaching objectives and teaching methods of the special topic.Activities and teaching evaluation strategies are formulated,and the teaching practice of "narrative tradition" is taken as an example.On this basis,teaching reflection is carried out,the advantages and disadvantages of the teaching of this topic are summarized,and the teaching enlightenment of this task group is drawn.Provide reference for the teaching of the task group of "Chinese Traditional Culture Seminar".This thesis includes an introduction chapter and four chapters.The introduction part explains the origin of writing this article,and sorts out the relevant research on the task group of "Chinese Traditional Culture Seminar",the seminar-style teaching method,and the topic of "Narrative Tradition".On this basis,the first chapter defines the relevant concepts combined with the specific research object of this paper.First of all,on the basis of reading a lot of relevant literature and researching the new curriculum standards,the author defines the basic concept of the task group of the Chinese traditional culture seminar,and makes a composition of the task group from the three dimensions of goal,content and means.sorted out in detail.Secondly,the author delved into the elective textbooks in detail,analyzed the topic of "narrative tradition" in detail,and analyzed the specific composition of this topic with the three sections of unit introduction,unit text,and unit research tasks as the starting point.The second chapter is the part of questionnaire survey.In this chapter,the author conducted a questionnaire survey of 420 students in two different levels of senior high schools on the task group of "Chinese Traditional Culture Seminar",and found out the problems of students and teachers in learning and teaching this task group,so as to better study in the future The theoretical and practical parts of this task cluster provide orientation.The third chapter is the strategy research part.Based on Taylor’s educational philosophy,this chapter explores the teaching goal formulation strategy,teaching activity implementation strategy and teaching evaluation strategy of this task group.The formulation of teaching objectives is mainly based on the core literacy,the curriculum requirements of the task group,the actual situation of the topic and the learning situation of the students.The implementation of teaching activities mainly adheres to the concept of "special seminar" teaching method;the teaching method of "task list" is adopted to promote the classroom teaching form.Under the guidance of the "special seminar" teaching method concept,the author took advantage of the situation and put forward the teaching evaluation strategy,using various forms of comprehensive evaluation modes such as self-evaluation,group evaluation,teacher evaluation,and parent evaluation.The forth chapter combines the teaching strategies of the third chapter with a formal practice of the topic of "narrative tradition".Including the determination of teaching objectives,the design and implementation of teaching programs,and the design of teaching evaluation sheets.There are four texts in the topic of "Narrative Tradition".The author divides it into six major class hours,narrative history,narrative perspective,narrative structure,narrative technique,narrative language and narrative spirit,and ten small class hours for practice.Secondly,on the basis of the practice of the first three class hours,the author conducted a special teaching reflection,including the teaching effect,problems,and cause analysis,and finally got the special teaching enlightenment.