| Constrained by traditional education methods,tools and concepts,it is difficult for the reading of revolutionary cultural works in junior high school Chinese classrooms to mobilize students’ enthusiasm for learning,coupled with the single and one-sided way for students to acquire knowledge,resulting in their teaching effect never reaching the ideal level.The introduction of digital resources and platforms in junior high school language teaching can change this situation.Using the resources,platforms and tools in the digital environment to construct a teaching mode of project-based learning design,using junior high school language revolutionary cultural works as the content for front-end,process and reflection design,and setting up links such as the design of core reading driving issues,the formulation of learning objectives,the development of inquiry activities,and the production and display of achievements in the process,which can not only increase the diversity and comprehensiveness of teaching content,but also quickly improve students’ comprehensive ability and quality.Based on the problems of "simplification and formalization" of the reading teaching mode of cultural works of the junior high school language revolution,this study adopted the quasi-experimental research method,selected the seventh-grade students of a junior high school in Nanchang as the research object,and carried out a one-month experiment with the content of "Who is the Cutest Man".Combining the project-based design of language in the digital environment with the teaching of reading revolutionary cultural works helps students form independent reading ability,taste the emotions conveyed by texts,and improve their comprehensive language literacy.The results showed that:(1)Before the experiment,the author randomly selected two classes of grade 7 as the control class and the experimental class for the pre-experimental Chinese reading score test,and the results showed that the pre-test score of the experimental class was 15.26 points and the control class was 15.58 points,and there was no significant difference between the pre-test test of the students in the experimental class and the control class.(2)After the experiment,the reading performance test was carried out on the students of the two classes,and compared with the previous test data,the Chinese reading score of the experimental class increased by 1.61 points,and the control class increased by 0.15 points,and the reading performance of the students in the experimental class and the control class was significantly different.(3)After the experiment,the students in the experimental class improved by 0.12 points,0.11 points,0.11 points,0.16 points and 0.19 points respectively in the five dimensions of teamwork,self-efficacy,emotional expression,information literacy,and learning interest,and the comprehensive language reading ability was improved.The conclusion of the study shows that the teaching mode of project-based learning design of junior high school language in the digital environment can improve the Chinese reading performance of junior high school students,and can have a significant effect on the reading performance of junior high school students.In addition,the model can also significantly improve the performance of junior high school students in Chinese reading,enhance their cooperation and communication skills,and further enhance their own cognitive ability. |
