Research On The Teaching Use Of Unit Learning Task In The Chinese Compulsory Textbooks For Senior High School

The unified high school language textbook will be used nationwide in the fall of2022,which means that the high school language textbook has entered a new era.As one of the biggest highlights of the new textbook,the "unit learning task" is a breakthrough for teachers to grasp and use the textbook correctly,and it provides a grasp for the transformation of language classroom teaching style nowadays.Therefore,on the basis of full research on the use of "unit learning tasks" in front-line classroom teaching,we combine and absorb the current research results,and propose more reasonable and effective strategies for using "unit learning tasks" in a targeted manner.The thesis is based on the use of unit study tasks in high school.Specifically,the thesis takes the "Unit Study Tasks" section in the compulsory textbook of high school language as the object of study,elaborates on its content and value,and examines its relevance to other sections of the textbook and the Teachers’ Teaching Book.At the same time,we investigate the real use of "unit learning tasks" in the classroom,and propose corresponding strategies in three dimensions: active learning to improve professionalism,holistic view to study the characteristics of the unit,and overall arrangement to improve the quality of the unit.The main strategies include: active learning to improve professionalism;holistic view to study the characteristics of the module;integrated arrangement to refine the learning tasks;smart use of tasks to promote deeper learning;and additional evaluation to monitor the effects of the tasks.The content of each part of the thesis is as follows.The introduction section introduces the reason for choosing the topic,explains the significance of the study,and compares the current research status of "unit learning tasks",and then proposes the research ideas and methods of this paper.The first part elaborates on the basic overview of "Unit Learning Tasks",including the content composition and the specific values of this section.The second part of the paper explores the relevance of "unit learning tasks".The main purpose is to analyze the relevance of the "Unit Learning Tasks" to the unit introduction,unit selection,learning tips and the "Teacher’s Teaching Book",to sort out the consistency between this section and other sections,to explore the linkage value between the sections,and to provide a theoretical basis for proposing appropriate use strategies.The third part of the study investigates the current situation of the use of "unit learning tasks" in classrooms.By distributing and collecting questionnaires from frontline teachers and students,we understand the problems in the use of this module in the classroom and investigate the reasons behind the problems.In the fourth part,we propose strategies for the use of "unit learning tasks".Based on the analysis of the theoretical aspects of the module and the problems in practice,we propose appropriate strategies for the use of the module in three dimensions: the subject,the way of use,and the effect of use.In the fifth part,the first unit of the first compulsory book is used as an example to demonstrate the teaching design.On the basis of the full interpretation of the "Unit Learning Tasks",it links them with the requirements of humanities themes,learning task groups and texts,and demonstrates the implementation process and usage of this section in the teaching design with reference to the tips of other sections,providing front-line teachers with an intuitive demonstration of teaching use.The concluding section is a further summary of the full text and a reflection on the shortcomings of the study.