Research On Wu Hong's "High School Chinese Thematic Teaching" In The Context Of Core Literacy

At present,China's economy is stepping into the ranks of powerful countries with a leap-forward speed.To ensure the need for new talents in the country's economic strategy,a new type of education system that is compatible with the development of the times is established.The Ministry of Education proposes that the focus of future education reforms will be shifted to students.The cultivation of core literacy,and the primary task of educational reform is to construct a framework of core qualities that suits the characteristics of our students.The introduction of core literacy theory leads China's education reform into a new era,but the implementation of core literacy needs to be achieved through specific teaching,and related research is in the stage of theoretical discussion.For the majority of language teachers,the core The integration of literacy into specific language teaching and the practical improvement of students' literacy are the top issues currently facing them.Teacher Wu Hong's “High School Chinese Thematic Teaching”,with its mature teaching mode and remarkable teaching effect,provides teaching examples for Chinese teachers.From the perspective of core quality,the author analyzes and summarizes the effective teaching methods to improve the core quality of students,and hopes to provide new ideas for high school Chinese teaching under the guidance of new curriculum standards.This article mainly discusses from the following aspects:I.Introduction.The author uses literature research methods to collect,review,organize,and research the core literacy related theories and relevant literature of Wu Hong's “High school Chinese thematic teaching”,summing up the Wu Hong teacher's thematic teaching model to promote education reform and train students core The exemplary meaning of literacy.2.An overview of core literacy.The core quality is the mainstream education concept in the world today,which is in line with the needs of all countries in the world for the cultivation of new talents.However,the integration of core literacy theory into our country's education reform must grasp the nature and characteristics of our education as a whole.Starting from our country's national conditions,we should understand China's interpretation of the core literacy theory system and the core characteristics of language disciplines.Therefore,the author has read a large amount of research materials on the theory of core literacy in China as the theoretical basis of this paper.3.Overview of Wu Hong's “High School Chinese Thematic Teaching”.Wu Hong's “High School Chinese Thematic Teaching” model has its own unique style and high research value.However,education experts and grass-roots teachers are not very familiar with Wu Hao's teacher and the “high school Chinese language teaching” model.This chapter mainly discusses the educational philosophy of Wu Xi's teacher and the “high school Chinese subject-oriented teaching” model from the introduction of Wu Xi's teacher,the course of teaching reform,and the results of teaching reform.4.A case study of Wu Hong's "High School Chinese Language Topic Teaching" in the View of Core Accomplishment.Wu Hong's subject-based teaching is educationally forward-looking.He proposed language,thinking,and value three-dimensional teaching goals before the education reform,and focused on cultivating students' interest in learning and learning.The concept of thematic teaching is consistent with the related theories of China's core literacy and the definition of the core literacy of Chinese disciplines.This chapter takes the topic of class as the research object,and analyzes Wu Hong's subjective teaching cultivating core qualities and the effective teaching methods of the core literacy of Chinese subjects,and provides teaching examples for the majority of Chinese teachers.5.Rethinking on Wu Hong's “High School Chinese Thematic Teaching” under the View of Core Accomplishment.Any kind of teaching method needs to go through the process from being immature to being mature and from being inadequate to being perfect.Thematic teaching is no exception.From the perspective of core literacy,I look at the "High School Chinese Thematic Teaching”.I think there are still some areas that need improvement and improvement.First of all,the selection focuses on ancient and modern literature,and lacks attention to literature in the new period.Second,the selection focuses on humanistic works and lacks attention on scientific works.Third,thematic teaching emphasizes student self-study,and lacks on the learning process and learning effect.Monitoring.I hope to further improve thematic teaching.