A Study On The Problems Of Chinese Practical Text Learning In Senior High School Students

In 2003,China promulgated and implemented the Chinese Curriculum Standards for Senior High Schools(Experiment).With the emergence of the curriculum standard,the concept of "practical text" has gradually entered the public view.This kind of text is different from literature text and exposition text,and it has strong practical pertinence and is widely used in real life.It is a commonly used text in contemporary society with timeliness and practicability.It can be divided into social communication,news media and knowledge reading,belonging to the category of modern article reading.Such texts are of great learning value in the information age.Such texts are of great learning value in the information age.For individuals,it can help learners adapt to and serve the society.For the society,learning such texts can reduce "functional illiteracy",improve the comprehensive quality of social members,and thus promote social development and progress.At the same time,the ordinary high school language curriculum standards(2017 edition,2020 revision),ordinary high school Chinese textbook(2019 edition),respectively,from "curriculum standard" and "teaching material" two levels,with the utility class text learning requirements of the "double update" and "big changes",to convey the education field of "strengthen the high school language utility class text" important signals.Based on this,this study is carried out from three aspects: the significance of practical text learning,the educational needs of the information age,and the development needs of high school students.This study is based on the Chinese curriculum standards for ordinary senior high schools(2017edition,2020 revision),Chinese textbooks for ordinary senior high schools(2019 edition),and the test problems of the three-year National College Entrance Examination,trying to explain the concept,characteristics and value of practical texts,and further clarifying the learning scope of practical texts.Atthe same time,the logic of this research is: "Why study? " And " Learn what? ","How to learn? " And " What have people gained?".This study analyzes the four aspects of "learning cognition","learning content","learning method" and "learning ability",and clarifies the four basic requirements for senior high school students' practical Chinese text learning in terms of curriculum standards,senior high school Chinese textbooks and senior high school exams.The four requirements of practical text learning are: "to be practical as the goal","to learn commonly used styles and increase reading for life","to pay attention to situational experience and strengthen language practice",and "to enrich language expression and form a variety of high-level literacy".The sorting out of "basic requirements for senior high school students' practical text learning" also lays a theoretical foundation for "Exploration and treatment of senior high school students' practical text learning".In order to make the research rooted in the reality,this study starts from the perspective of students and formulates literature method,questionnaire method and interview method as the research methods.In this study,the questionnaire on the current situation of Chinese practical text learning in senior high school students was used as the main survey tool,and two representative high schools in henan province were selected to carry out the survey.This research focuses on the four aspects of "learning cognition","learning content","learning method" and "learning ability" to sort out the current situation of high school students' practical text learning.Through the analysis of the data,it is found that in the process of learning practical texts,high school students have problems such as "utilitarian learning goals","learning content can't guide practice well","lack of practical learning methods" and "lack of advanced learning ability of practical texts".In view of the above problems,this paper explores the causes of the problems from three aspects: "the negative effects brought by the background of practical text learning","the language characteristics of the learning objects" and "the inappropriate learning behaviors of learners".The discussion on "learning background" mainly focuses on "the incoherence of the practical learning system of practical texts" and "the mismatch between learning evaluation and the knowledge of practical texts".The discussion about "learning objects" mainly focuses on "the straightforward and simple meaning of practical text language" and "high school students' interests and hobbies".The discussion about "learners" mainly focuses on "the adverse effect of high school students' inappropriate learning behaviors on learning".After analyzing the problems and causes of high school students' practical text learning,this study combined with the basic requirements of high school students' practical text learning and proposed the following countermeasures: Firstly,by adjusting the utilitarian mentality and participating in social and cultural activities to perceive the value of the text and deepen the cognition of the value and function of the text.Secondly,in the process of reading,attention should be paid to the selection of applicable content,so as to make up for the deficiency of reading content.Thirdly,enrich the expression and communication in situational experience,and strengthen the application of knowledge in listening,speaking,reading and writing,so as to strengthen the training of practical learning methods.Fourth,according to the stylistic knowledge construction thinking path,strengthens the inquiry activity,thus strengthens the practical text study ability.In addition,teachers should improve the efficiency of guidance from the perspectives of "innovative learning evaluation","setting the teaching situation" and "improving the teaching method",so as to help high school students improve the current situation of practical text learning.