Research On The Teaching Of Group Reading In High School Chinese Based On The Unified Textboo

Reading is a very important activity in language teaching,and with the implementation of the General High School Language Curriculum Standards(2017 Edition Revised 2020)(hereinafter referred to as "Curriculum Standards")and the use of the unified high school language textbooks,the requirements of reading teaching are also increasing.Group reading can enrich the traditional single-text reading teaching,provide teachers and students with new perspectives on the text,improve the practicality,comprehensiveness and independent participation of students’ language learning,and let students learn to read through reading.It can be said that group reading is a "bridge" between single reading and whole book reading,and group reading meets the expectations of the curriculum standards for reading and the reading design concept of the unified textbook.The current group reading teaching emphasizes openness and diversity,focuses on the development of thinking,highlights the novelty of the topic and the breadth of the selected text,and advocates that there are no limits in the group reading class,and students participate in the construction of their own.However,there are various problems in the implementation process of group reading teaching,so the breakthrough of high school language reading teaching with the method of group reading and the research of high school language group reading teaching based on the unified textbook are still worthy of our research direction.Based on the above background,we use literature research,interviews and classroom observations to explain the basic concept of group reading teaching,analyze the suitability of the unified textbook and group reading teaching,investigate the current situation of group reading teaching in high school language,analyze the problems and causes,propose strategies for group reading teaching in high school language based on the unified textbook,and demonstrate the concrete implementation of group reading teaching in high school language through classroom examples.The thesis focuses on the following five parts.The first chapter introduces the concept and theoretical basis of group reading teaching,and compares it with other multi-text teaching to analyze the superiority of group reading teaching.The second chapter analyzes the suitability of the unified textbook and group reading teaching,grasps the characteristics of the unified textbook and the advantages of group reading teaching,and analyzes the special arrangement of the unified textbook,such as "two-line grouping","one lesson,multiple articles" and unit learning tasks,and the suitability of group reading teaching.The third chapter uses teacher interviews and interviews with teachers.Through interviews with teachers and classroom observations,Chapter 3 reveals the following five major problems in the teaching of group reading in high school: limited understanding of the connotation of group reading;biased organization of topics and texts;lack of standardization in teaching design and classroom organization;insufficient time for students to construct;and lack of evaluation of students’ learning effects.According to the above problems,the reasons are summarized in terms of teachers’ theoretical conceptions,professionalism and traditional learning patterns,which lay the foundation for the proposed teaching strategies of group reading.Chapter 4 is the main part of this paper,following the analysis of the unified textbook,group reading teaching and its current situation in the first three chapters,the strategy of group reading teaching in high school language based on the unified textbook is proposed in three aspects: preparation,implementation and evaluation,and the operational requirements and methods of each part are introduced in detail.The group reading preparation strategy introduces the preparation work before the group reading teaching from four aspects: topic setting,text selection,clear objectives,and design of "pre-reading task list".The implementation strategy of group reading teaching is introduced from "careful introduction,clear topic","proposing tasks,method guidance","group reading,self-construction",and "collective construction,consensus".The group reading teaching strategy is introduced in detail from four aspects: "careful introduction,clear topic","proposing tasks,method guidance","group reading,self-construction","collective construction,consensus",and the way to promote the classroom.The evaluation strategy of group reading teaching starts from the evaluation of teachers and the evaluation of students,and the corresponding evaluation form is designed to complete the whole implementation process of group reading teaching.Chapter 5 is a case study of group reading teaching in high school based on the unified textbook.Through designing the group reading teaching of "Wandering in the landscape,searching for life",we analyze each step in the process of group reading teaching and evaluate this case study from the aspects of core literacy,focus on practice,task design,text analysis and methodological guidance.We hope to provide reference for the design of group reading teaching in the future.