Research On The Teaching Mode Of Learning Task Group Of "Cross-cultural Thematic Discussion" In Senior High School Chinese

The concept of learning task clusters has been introduced for the first time in the General Senior Secondary Language Curriculum(2017 Edition)(hereafter referred to as the New Curriculum),with the aim of enhancing students’ language literacy.The learning task group "Cross-cultural Thematic Seminar" is a further in-depth exploration of famous foreign literary works and cultural classics based on the study of foreign authors’ works,so as to guide students’ understanding of cultural diversity and enhance their cultural confidence through comparative studies.The task group is a useful attempt to develop intercultural teaching in the language curriculum.At present,the teaching practice of this learning task cluster is in its infancy,with little practical experience and difficulty in implementation.Therefore,this project uses the new curriculum as a basis to study the teaching mode of the "intercultural topic workshop" learning task group in senior secondary languages,attempting to interpret the relevant teaching ideas and concepts in the new curriculum,and propose practical teaching strategies and teaching design examples.This project focuses on the following aspects In this regard,the following chapters are devoted to this topic.The introductory chapter describes the background,current status and significance of the research.The introduction provides the background of the study,summarizes the ideas in the relevant literature.It outlines the proposed research methodology and innovations.Chapter 1 begins with an overview of the learning task cluster "Cross-cultural Seminar" and explains the theoretical basis of the learning task cluster.This is followed by a reading of the new curriculum and an analysis of its requirements for teaching and learning.Finally,the pedagogical value of this learning task group is explained.Chapter 2 explains the specific pedagogical elements included in the "Intercultural Seminar" learning task cluster,and clarifies the teaching objectives of this learning task group based on the theory of core language literacy at the levels of teaching objectives and textbook contents;compares the teaching contents of the "Intercultural Seminar" learning task group in the Ministry of Education’s high school language textbooks with This chapter compares the foreign literary works related to the "Intercultural Symposium" learning task group in the Ministry of Education’s senior secondary language textbooks and summarises the characteristics of the selected texts according to the classification results.Chapter 3 investigates the current situation of the teaching of the "Intercultural Symposium" learning task group,taking teachers and students from three schools of different levels as the targets of the survey,and designs a questionnaire based on the actual teaching situation.Chapter 4 proposes specific teaching strategies for the teaching of this learning task cluster,taking into account the survey and the requirements of the curriculum: clarifying teaching objectives and highlighting thematic tasks;integrating the content of teaching materials and enriching teaching channels;using comparative studies and innovating teaching methods;reforming assessment methods and enriching assessment subjects;and establishing subject awareness and enhancing cultural confidence.On the basis of in-depth curriculum standards and grasp of the learning situation,Chapter 5 presents four teaching designs for this learning task group,divided into four topics according to genre: poetry,fiction,prose and drama,to provide a model case for teaching practice in cross-cultural research seminar learning tasks.The concluding section summarises the research content and findings of this project,and provides an outlook on the development of the "Intercultural Symposium" learning task group.