Study On Task Group Teaching Of "Transmedia Reading And Communication" In High School Chinese

With the spread of smart terminals and mobile networks in the information age,our information dissemination methods and media ecology have changed dramatically,and media literacy has gradually become a basic literacy requirement for modern citizens,which also places newer demands on language learning.Given the close relationship between media reading and language,language subjects must take up the important task of improving students’ media literacy.The GCSE Language Curriculum(2017 Edition)(hereinafter referred to as "the new GCSE Language Curriculum")sets out 18 learning task clusters to organise the content of the language curriculum,in particular the learning task cluster of "Reading and communicating across media",which runs through the In particular,the ’Reading and Communication Across Media’ learning task group is set throughout the language learning process at senior secondary level.However,the implementation of the "Reading and Communicating Across Media" learning task group in the senior secondary language classroom is still in its infancy,and there are problems such as lack of systematic understanding,superficiality and ineffective implementation.Therefore,the thesis focuses on the learning task group of "reading and communicating across media",analyses the teaching basis,teaching status and teaching cases,and proposes specific teaching strategies in order to provide inspiration and reference for the effective implementation of this learning task group in the classroom.The first chapter discusses the pedagogical foundations of this learning task group.Firstly,the concepts of "media" and "cross-media" are defined in order to clarify the meaning of "cross-media reading and communication",i.e.a way of processing information in an integrated manner across multiple information carriers.This is a way of processing information across multiple information carriers.This is followed by a further explanation of the characteristics of this learning task group in relation to the understanding of the ’learning task group’,namely the more open form of reading,the use of language and text and the practice across multiple media.Finally,the content is described in terms of awareness,integration,development,expression and application.Chapter 2 investigates and analyses the current state of teaching and learning in this learning task group.It is found that the implementation of this task group is hampered by teachers’ lack of media literacy,the difficulty in defining the content and the difficulty in testing the learning outcomes,which hinders the development of students’ core language and media literacy.Chapter 3 proposes teaching strategies for this learning task group.Firstly,teachers need to adhere to the language subject-based approach and focus on language learning,correct misconceptions,change their teaching inertia and be the builders of curriculum reform;secondly,use online information technology to integrate the learning resources needed for this learning task group;thirdly,create authentic learning contexts in the classroom,such as social life contexts and personal experience contexts;fourthly,adopt a variety of teaching modes,teachers can rely on the textbook on the one hand and the media literacy on the other when implementing the teaching of this task group.Fourthly,a variety of teaching modes can be used,with teachers relying on the thematic activity units in the textbook to provide focused teaching on the one hand,and on the other hand,integrating the learning content of this task group with the learning of other task groups.Finally,the question of ’what’ and ’how’ to assess this task group is addressed.The assessment criteria are clarified in terms of both assessment content and assessment question types,and the assessment scheme is optimised for effective assessment.