Research On The Teaching Of Prose Of Pre-Qin Philosophers In Senior High School Chinese Based On Learning Task Groups

The prose of Pre-Qin philosophers is a classic text with rich historical and cultural heritage,and is an important content of high school Chinese teaching.It is of great significance for students’ language accumulation,thinking enhancement,aesthetic cultivation,and cultural inheritance.General Senior High School Chinese Curriculum Standards(2017 edition)first proposed the concept of "Learning Task Groups",requiring Chinese teaching to focus on integration and strengthen practice.The high school Chinese prose teaching of Pre-Qin philosophers based on Learning Task Groups helps to further optimize and enrich the classroom teaching of Pre-Qin philosophers’ prose in high school Chinese,fully tap into the value of Pre-Qin philosophers’ prose teaching,and promote the development of students’ core Chinese literacy.Based on this,this article uses literature research,case analysis,and chart analysis methods to explore the teaching of Pre-Qin essays in high school Chinese based on Learning Task Groups.This article starts with the compilation of high school Chinese language textbooks,analyzes and summarizes the characteristics of prose selection by various scholars in the Pre-Qin period,which are suitable for unit themes,rich knowledge of classical Chinese,profound ideological connotations,and strong argumentation and reasoning.On this basis,explore the teaching value of selecting essays from Pre-Qin philosophers’ essays,which helps students build a solid foundation of classical Chinese knowledge,inherit Chinese culture,cultivate critical thinking ability,and improve writing skills.At the same time,from the aspects of theoretical foundation,curriculum requirements,article selection support,teaching advantages,etc.This paper discusses the basis for teaching high school Chinese Pre-Qin philosophers’ essays based on Learning Task Groups,and further explores the teaching strategies for high school Chinese Pre-Qin philosophers’ essays based on Learning Task Groups,that is,closely adhering to the curriculum standards and article selection,and clarifying teaching objectives;Highlight structure and context,design learning tasks;Integrate elements within the project and organize teaching implementation.