Research On The Teaching Of "Cross-media Reading And Communication" In Senior High School From The Perspective Of Chinese Core Literacy

Today is an era of rapid information development.and the interactive network of information carried by the media has a deep impact on people's lives.The ability to apply cross-media is not only related to the individual's ability to adapt to the information society,but also to the social stability and core competitiveness of countries and regions.Chinese curriculum standards for ordinary senior high school(2017 edition)sets out the task group of cross-media reading and communication and emphasizes that the contemporary language curriculum is based on Chinese core literacy,so research into integrating Chinese core literacy with cross-media reading and communication is both a requirement for the implementation of curriculum standards and a need to promote curriculum reform.This study uses the literature research method and questionnaire survey method to study the teaching of cross-media reading and communication,from the perspective of "Chinese core literacy",with the aim of constructing an operational teaching reference model,providing design ideas and methodological references for teachers to carry out cross-media reading and communication teaching activities,increasing teachers' and students' understanding of crossmedia and improving students' media literacy.Firstly,in terms of theory,the development of cross-media reading and communication is sorted out through literature research,the concepts and characteristics of "Chinese core literacy" and "cross-media reading and communication" are clarified,the logical relationship between the two is clarified and the basis for research on the curriculum,teaching materials and theories is provided.Secondly,in terms of practice,a questionnaire was used to investigate the current situation of teaching from two dimensions:cognition and behavior.The results showed that the current teaching of "reading and communicating across media" has problems such as teachers' and students' lack of conceptual awareness,teaching design not reflecting the characteristics of cross-media,mismatch between the use of media and text content,and teaching evaluation not effectively testing the teaching results.The reasons for this are the lack of integration of cross-media resources in schools,the neglect of dual literacy in the setting of teaching objectives,the lack of effective use of media resources in the teaching process,and the lack of a multifaceted system of teaching evaluation.Based on the above study,we conclude by proposing targeted strategies in four areas:new knowledge,goal setting,fun teaching and smart assessment.Specific strategies are to strengthen media learning and deepen teachers' cognition;to clarify teaching objectives based on core literacy;to create teaching contexts and cultivate media literacy;to enrich assessment forms and build a developmental assessment system.