A Study On Teaching Practical Reading And Communication Task Groups In Middle School Languages

It has always been the goal of Chinese teaching to extend the practicability of Chinese to practical life.It is the responsibility of every Chinese teacher to improve students’ reading ability,communication ability and Chinese literacy.There is a problem of neglecting the practicability of Chinese in the actual Chinese teaching,which leads to the students’ practical reading and communication ability is not fully developed.Therefore,Chinese practical teaching is the common new challenge faced by teachers and students in junior middle school Chinese teaching.This paper is composed of three parts.The first part is the introduction.Starting from the reason of the topic selection,the theoretical and practical significance of this research is discussed,and the research status of "practical reading and communication" task group is mainly introduced.Secondly,it discusses the relevant theoretical basis,including constructivism theory,zone of proximal development theory and situational cognition theory.Then it discusses the research of practical text teaching;Finally,it discusses the teaching research of "practical reading and communication" task group.At the end of the first part,the research methods used in the process of this study are proposed.The second part is divided into four chapters,which is also the main body of this paper.The first chapter is an overview of the task group of "practical reading and communication" in junior high school Chinese,and analyzes the arrangement of practical reading and communication content in the unified edition of junior high school Chinese textbooks and the arrangement characteristics.The second chapter is the description of the investigation of the teaching status of "practical reading and communication" task group in junior high school Chinese.The subjects of the investigation are divided into two parts: junior high school Chinese teachers and junior high school students.Combined with the analysis of the questionnaire data,it concludes that there are three problems in the teaching of this learning task group: first,the teaching cognition of "practical reading and communication" task group needs to be integrated with real life;Second,the teaching method of "practical reading and communication" task group needs to be distinguished.Third,the teaching evaluation of "practical reading and communication" task group needs to expand the multiple space.The third chapter,according to the textbook content and survey results analyzed above,puts forward the teaching strategy of "practical reading and communication" task group in junior middle school Chinese: connect with real life,establish a new teaching concept of "practical reading and communication" task group;Based on task-driven,highlighting the new idea of "practical reading and communication" task group teaching method;The new teaching evaluation framework of "practical reading and communication" task group should be reconstructed.The fourth chapter selects the activity · inquiry unit of the first volume of the eighth grade Chinese edition of the unified edition,that is,the news subject is the teaching content,and carries out the teaching design according to the teaching strategy.The third part is the conclusion of this paper,which summarizes the main points of this paper,analyzes the shortcomings and remaining problems of this paper,and looks forward to the future application of the results of this paper in the teaching of "practical reading and communication" task group in middle school Chinese.