Teaching Research On The Learning Task Group Of "Studying On Chinese Revolutionary Traditional Works"

The teaching of Chinese revolutionary works enables high school students to develop language using and thinking skills while studying those linguistic paradigms and profound works.This can also make them to deeply understand the lofty spirit of the revolutionary patriots and effectively cultivate a core literacy of Chinese language.However,the current teaching situation of Chinese revolutionary works in high school is not satisfying: on the one hand,teachers rarely carry out the teaching of revolutionary traditional works;on the other hand,students rarely read revolutionary works.The reading interest is waiting to be lifted.The current teaching situation of revolutionary works has raised many concerns,which provides an opportunity for the teaching of the "Studying Chinese Revolutionary Traditional Works" learning task group.The new curriculum standard has clearly stated that high schools should open courses related to The Group.However,according to surveys and interviews,relevant teaching has not been carried out in high school Chinese classes.The reason is that teachers don‘t know what and how to teach.They also do not know how to choose tea ching content and methods.Therefore,the main tasks of this thesis are established: firstly,to give a definition to The Group;secondly,to study on the teaching design and teaching implementation strategies based on theories and practices of The Group.Thirdly,to provide a certain direction for the teaching of The Group.The paper is divided into four parts:Introduction: This part explains the background of this thesis;the status,the content and methods applied and also points out the possible significance of this research.Chapter 1: The Interpretation of The GroupThis part is carried out in the logical order of "what--why",aiming at analyzing the basis of carrying out the teaching of this group in high schools from the perspective of realistic necessity and theoretical feasibility.It firstly gives a definition to The Group: a learning content in high school that belongs to the 9th task group of the total 18 tasks in the new curriculum standard.It is an optional compulsory course.After giving the clear concept,its basic characteristics(the duality of politics and literature,the clarity of learning tasks,the practicality of speech activities,and the integration of teaching processes)are discussed.Since then,the significance of the teaching of The Group in high school has been pointed out: to enhance students' interest in learning revolutionary traditional works;to urge teachers to change their teaching methods while giving courses to revolutionary works;and to promote and inherit better the traditional revolutionary culture.The teaching of The Group in high school is of high value.However,according to the survey,the teaching status is not ideal,and the lack of theoretical strategies is an important reason for this phenomenon.Inquiring into the theoretical foundation,Vygotsky's social constructivist learning theory,situational cognition theory and teaching process optimization theory provide theoretical support for the teaching of The Group.The main points of these theories have provided an important staregic guidance to the teaching of The Group.The necessity of reality and the theoretical feasibility together constitute the basis for carrying out the teaching of The Group in high school.Chapter 2: The Group's instructional designThis part answers the question what should The Group do before class.That is,to do well in instructional design.Based on the reality of The Group and the high school Chinese teaching practice,it is not difficult to find that The Group's instructional design should be based on the academic situation.To optimize the teaching process,learning tasks should be determined by task-awareness and the teaching content should be determined by thematic clusters.Also,learning situations and speech practicing activities should be designed on the teaching content.Chapter 3: Teaching Implementation of The GroupThis part is an answer to what should The Group do in class,that is,what measures can be given while teaching.This chapter proposes classroom-teaching strategies for classes related to The Group in high school: macroscopically,it can adopt three types of teaching modes: task-based teaching,intensive and extensive reading,and joint reading-expression;microscopically,it can conduct four strategies such as motivation driven,task-driven,scaffolding instruction and dialogue control.After that,according to the content characteristics and teaching requirements of The Group,a teaching practice that lasted 9 class hours was carried out in a senior one class.In order to pursue the effective connection and integration of theories and practices,teaching reflections also have been made.