Exploration On Teaching Strategies Of "Practical Reading And Communication" Task Group In High School Chinese

With the rapid development of society,economy,culture and other aspects,the country ’s demand for practical talents has increased significantly.The "practical reading and communication " task group set by the " General High School Chinese Curriculum Standards(2017 Edition)" is proposed under this current situation.As an important part of high school Chinese teaching,it points to the practical Chinese required by students ’ daily social life.Compared with other task groups,the teaching content of this task group is closer to the instrumental characteristics of Chinese curriculum.However,due to the influence of history and reality and many other reasons,there are still many problems in the teaching of "practical reading and communication" task group in high school Chinese,which are mainly reflected in the following three aspects: First,the selection of textbooks in this task group is highly professional,unreasonably distributed,with fewer types and low quantity.Second,teachers ignore practical text teaching,stylistic boundaries are not clear,the implementation of the new curriculum standard is not in place,the ability to develop teaching resources is weak in high school Chinese teaching;Third,students’ initiative in learning this task group is not strong,and with utilitarianism.Based on the above problems existing in the teaching of "practical reading and communication" task group,this thesis will explore the teaching strategies of this task group from the aspects of developing teaching resources,focusing on stylistic teaching and valuing multiple evaluation,so as to better realize the requirements of the new curriculum standard.First of all,the means of developing teaching resources of this task group are mainly based on textbooks and supplemented with selected text types,information of The Times and subject resources.Secondly,this task group divides practical texts into social communication texts,news media texts and knowledge reading texts.Therefore,teachers should have different teaching emphases for different texts: Social communication texts attach importance to the combination of reading and expression,news media texts train students’ ability to distinguish and process information,and knowledge reading materials train students’ thinking of scientific inquiry and promote knowledge transfer.Finally,we should pay attention to the diversification of evaluation subjects and evaluation methods.Finally,based on the above teaching strategies,this thesis also takes the speech text in the social interaction text,the character communication text in the news media text and the knowledge reading text as an example,starting from style teaching,selects appropriate teaching resources and adopts diversified evaluation for teaching design.It is hoped that through a series of special activities,students can learn practical reading and expression.