A Study On Teaching Strategies Of Ancient Poems In High School Based On The Learning Task Group Of "Language Accumulation,Sorting And Exploration"

The General High School Language Curriculum Standards(2017 edition,revised in 2020)(hereafter referred to as the new standards)take the core literacy of language subjects as the framework and students’ language practice as the main line,and design18 "language learning task clusters",aiming at cultivating students’ basic language skills and guiding them to enhance their language literacy in the process of using language.The aim is to develop students’ basic language skills and guide them in the process of using language to enhance their language literacy.The fourth of these is the "Language Accumulation,Sorting and Inquiry" learning task group,which runs throughout the senior secondary level and is interspersed with other task groups.It can be argued that none of the language subjects can be studied outside of the objectives of this task group.The ancient poems,as a key point of emphasis in the senior secondary level,play an important role in the accumulation,recognition,sorting and exploration of linguistic phenomena.In the context of the new curriculum reform,it is imperative to change the traditional single-part,single-line teaching,and how to make effective use of the new teaching materials is also an urgent issue,while the study of language teaching strategies in the context of learning task clusters is still lacking.The aim of this paper is to analyse the connotations and current teaching situation of the language learning task groups and the "language accumulation,sorting and inquiry" learning task groups in the new curriculum,and to explore how to further develop and improve the teaching of ancient poetry in high school in the context of the new unified textbook.In this paper,the six learning components of the "Language Accumulation,Sorting and Inquiry" learning task group are used as a means of teaching ancient poetry in order to develop students’ core literacy in "language construction and use" and to explore the "Language Accumulation,Sorting and Inquiry" learning task group.This workshop explores strategies for teaching ancient poetry in the context of the "Language Accumulation,Composing and Inquiry" task group.The paper uses documentary research,questionnaires,classroom observations and statistical induction to conduct the study.Taking the learning task group as the basis,the new textbook as an example,and the teaching of ancient poetry as a way,the paper focuses on the connotations and basic features of the learning task group,and proposes the problems and countermeasures that should be changed in the classroom model,learning methods,teaching contents and teaching contexts from the six learning contents proposed in the task group of "language accumulation,sorting and inquiry".The first is to create realistic contexts based on core literacies: through sensory approaches,to enhance contextual experiences and develop a sense of poetic language;through task approaches,to imitate and create and practise using language;through role approaches,to practise and experience role-playing.Secondly,the learning content is integrated with reference to the actual learning situation: the poetic language system is constructed through the accumulation and exploration of imagery;the learning tasks are designed in a hierarchical manner with the actual learning situation as a guide.Thirdly,using task clusters as the driving force to construct learning methods: in different language task contexts,the relationship between the three key words of language learning-"accumulation","sorting" and "inquiry"-is flexibly varied to create different organisational forms.The relationship between the three keywords of language learning-accumulation,combing and enquiry-is flexibly varied to produce different forms of organisation.Fourthly,the genre of the text is used as a benchmark for liberating teaching methods: highlighting teaching priorities and prioritising learning;enriching teaching resources and broadening students’ horizons;and updating teaching concepts and improving teaching quality.By changing the solidified teaching methods,organising practical activities through learning tasks in daily teaching,infiltrating knowledge of language and writing in both directions inside and outside the classroom,creating a linguistic atmosphere,and implicitly influencing students’ language expression,we seek to free the teaching of ancient poetry from the shackles of traditional teaching methods of reading from a book,and effectively enhance students’ core literacy in the subject.