Project-Based Learning Design And Practice Of Chinese Learning Activity Unit In Senior High School

The learning activity unit is a new class type in the unified edition of high school Chinese textbooks,and the fourth unit "Hometown Cultural life" is the first learning activity unit.In the face of this new class type in the teaching process,how to effectively design the teaching program and how to evaluate the teaching effect in a reasonable way is the problem that needs to be solved.Therefore,this paper tries to organize teaching activities with project-based learning,and carries out practical teaching research of hometown cultural life unit with the help of SPSS Statistics software for quantitative evaluation.The main body of the article is divided into four parts:Firstly,this paper investigates the teaching status of learning activity units by means of student questionnaire survey and teacher interview survey.By analyzing student questionnaire data and teacher interview content,it concludes that there are some problems in the teaching of cultural life units in hometown,such as lack of real activity context,lack of effective activity design,lack of complete evaluation system and lack of clear goal positioning.Secondly,the paper uses literature research and case analysis to demonstrate the feasibility of project-based activity design from the theoretical level,expounds the design framework and implementation process of project-based learning applied to learning activity units,and discusses the related content of project-based learning and teaching design of hometown cultural life units.Then the teaching experiment was carried out.In Zhangzhou A Middle School,I carried out the project-based learning teaching practice of "Home · Spring and Autumn Cloud Exhibition",and completed three main tasks: Task 1,writing the most beautiful hometown style(people)and things,Task 2,carrying out the investigation of the current situation of hometown cultural life,and Task 3,writing the hometown cultural life proposal.And the teaching achievements of "Writing of hometown style(people)and things","investigation and report on the status quo of hometown life" and "Writing proposals on hometown cultural life" were displayed.Finally,based on the theoretical analysis and teaching practice,combined with the questionnaire survey and interview analysis of the practice effect,the paper draws a conclusion that students’ abilities such as teamwork,language expression,information literacy and self-efficacy have been improved after project-based learning.At the same time,students’ understanding of the cultural life of their hometown has been deepened and their sense of identity of hometown culture has been enhanced.This paper reflects and concludes that in the project-based learning of learning activity units,teachers should arrange teaching reasonably,evaluate the feasibility of students’ activities in combination with learning conditions,and improve the whole-process evaluation.