Study On The Learning Task Groups For Whole-book Reading And Seminars Of Social Science Academic Works In Senior High School

The Ministry of Education has officially introduced whole-book reading back into the senior secondary language curriculum in the form of the "learning task groups for whole-book reading and seminars" in the General Senior Secondary Language Curriculum Standards(2017 Edition),and explicitly requires "reading an academic work".In the preparation of the unified textbook,From the Soil is used as the learning content of the learning task groups for whole-book reading and seminars of academic works.Academics and front-line teachers have conducted some research on the whole-book reading of academic works in social sciences,providing some examples.However,most of the relevant studies focus on reading,but not on seminars;on traditional teaching models,but not on learning task groups;and on theory,but not on practice.Given this,based on sorting,categorizing,analyzing,and summarizing existing research,this thesis proposes reading requirements and reading methods from the student level,and proposes strategy for constructing and implementing learning task groups for whole-book reading and seminars for social science academic works from the teacher level,and designs a complete sample chapter of learning task clusters for implementation,taking From the Soil as an example.This is followed by a review and reflection on the effectiveness of the teaching,and the proposed optimization measures for reference in teaching whole-book reading of social science academic works in high school.The details are as follows.Chapter 1,from the textual characteristics of social science academic works,illustrates their pedagogical value to the four core literacy areas of language subjects-language construction and use,thinking training and enhancement,aesthetic appreciation and creation,and cultural transmission and understanding.Chapter 2,the current teaching situation of the and proposes strategy for constructing and implementing learning task groups for whole-book reading and seminars for social science academic works from the teacher level of social science academic works for From the Soil is investigated,and the findings are analyzed at both student and teacher levels to conclude,using Secondary School L in Sichuan Province,where the author teaches,as an example.Chapter 3,explores strategies for the construction and implementation of learning task groups for whole-book reading and seminars in social science academic works.Firstly,the theory of learning is used as a guide,and the spirit of the Curriculum Standards is used as a basis for constructing and implementing learning task groups for whole-book reading and seminars in social science academic works.Secondly,strategies for guiding the reading of scholarly works in the social sciences are presented in terms of reading requirements and methods.Thirdly,discussed the strategies for constructing learning task groups for whole-book reading and seminars of social science academic works.Fourthly,proposed a strategy for the implementation of the learning task groups for whole-book reading and seminars for social science academic works.Fifthly,the evaluation of the learning task groups for whole-book reading and seminars of social science academic works is proposed.Chapter 4,a case study is conducted on learning task groups for whole-book reading and seminars of social science academic works,taking From the Soil as an example,from text analysis,determination of teaching objectives,formulation of important teaching points,design of learning task groups,implementation of learning task groups,and evaluation of learning task groups.Designed the Samples of Learning Task Groups for Whole-Book Reading and Seminars of From the Soil and expounded the design concept.Chapter 5,Samples of Learning Task Groups for Whole-Book Reading and Seminars of From the Soil is used to obtain feedback and reflect on the teaching and learning.Firstly,some of the students’ learning outcomes are excerpted,and it is concluded that the teaching objectives were basically achieved and students’ language literacy was enhanced.Secondly,three problems were identified in the implementation process,namely the lack of students’ extended thinking,the lack of students’ sense of autonomy,and the lack of teachers’ teaching strategies.Finally,an overall reflection on the design and implementation of the learning task groups for whole-book reading and seminars of From the Soil is presented,and optimization measures are proposed in terms of the learning objectives,learning tasks,and learning process.