Research On Project-Based Learning Of High School Chinese "Contemporary Cultural Participation" Task Group

The "High School Chinese Curriculum Standards(2017 Edition,2020 Revision)"(hereinafter referred to as the "High School New Curriculum Standards")explicitly proposes "cultural inheritance and understanding" as a core accomplishment,improving the attention paid to "culture" in Chinese teaching.The "contemporary cultural participation" task group is a direct embodiment of the curriculum goal of "paying attention to and participating in contemporary culture",and is an important carrier for strengthening the cultural confidence of high school students,It is of great significance to cultivate students’ core Chinese literacy." Project based learning" emphasizes students centered approach,with "projects" as the main line,allowing students to collaborate in real situations to explore,solve practical problems,complete project tasks,and achieve learning goals,in line with the goal that students in the "Contemporary Cultural Participation" task group should focus on and participate in the cultural ecosystem in which they are located.The author believes that "contemporary culture participation" task group project-based learning is feasible.Based on the elaboration of the core concepts and theoretical support of project-based learning for the "contemporary cultural participation" task group in senior high school Chinese,this article uses the interview method to conduct a survey of the current teaching practice of the "contemporary cultural participation" task group,Based on the results of the survey,and using the action research method and the "Contemporary Cultural Participation" task group,the teaching practice of project-based learning was conducted in the corresponding "Hometown Cultural Life" unit of the compulsory first volume of the unified edition of the textbook.In the process,a good learning community was established,achievable learning goals were established,reasonable learning projects and tasks were formulated,and a relatively complete evaluation scheme was formed,striving to optimize teaching,This article attempts to address the problems existing in current teaching,such as incomplete understanding of teachers,insufficient participation of students in practice,lack of monitoring of activity processes,incomplete teaching evaluation,and viewing learning effectiveness from a teaching perspective,in order to provide reference for enriching research results and subsequent research.However,in teaching practice,there are still problems such as insufficient development and utilization of learning resources,and large tasks.In future teaching practice,researchers need to continue to try.