Teaching Research On "Contemporary Cultural Participation" Of High School Chinese From The Perspective Of Learning Community

This thesis focuses on the learning community theory of Japanese educator Professor Sato,focusing on the teaching objectives,teaching values,teaching problems and attributions,principles and strategies of high school Chinese "contemporary cultural participation" under the learning community.Provide theoretical and practical guidance for high school Chinese "contemporary cultural participation".The introduction part of this paper mainly includes research background,research significance,research review,research ideas and research methods.In addition to the introduction and conclusion,the full text is divided into four chapters,the specific content of each chapter is as follows.Chapter 1 : The first chapter is the teaching basis and concept definition of "contemporary cultural participation" in high school Chinese from the perspective of learning community.The research basis of this thesis is: Sato Learning Community Theory,"General High School Chinese Curriculum Standards(2017 Edition)",the core literacy of the Chinese subject and the learning psychology of high school students,and the "contemporary cultural participation" and "learning community" respectively Define the concept.Chapter 2 : Teaching Objectives and Values of "Contemporary Cultural Participation" in High School Chinese from the Perspective of Learning Community.The teaching objectives of this thesis are divided into the following three points:based on the era of cultural diversity,determine the sight goals of high school students' "contemporary cultural participation";based on the characteristics of contemporary culture,determine the ability goals of high school students' "contemporary cultural participation";according to Chinese The relevance of the curriculum determines the goals of high school students' "contemporary cultural participation" learning style.The teaching value of this thesis is divided into the following three points: the improvement of cultural inheritance consciousness helps to expand the cultural horizon,the ability of "contemporary cultural participation" helps to consolidate Chinese literacy,and the enrichment of language learning methods helps high school students The awakening of personality consciousness.Chapter 3 : Analysis of the problems and causes of the current "practice of contemporary culture" teaching practice in high school Chinese.Through the questionnaire survey,this paper found that the current teaching of "contemporarycultural participation" in high school Chinese has the following problems: the construction of cultural horizons emphasizes form and content,and the imbalance of "contemporary cultural participation" teaching methods;"contemporary cultural participation" lacks the authenticity of Chinese The interactive environment and the evaluation content of "contemporary cultural participation" lack the observation of learners.The specific reasons are: teachers and students' lack of motivation to learn about "contemporary cultural participation",vague positioning of teachers and students on the relationship between teachers and students,teachers and students' lack of linguistic thinking about "contemporary cultural participation",and teachers and students' unclear construction elements and requirements of the learning community grasp.Chapter 4: Teaching Principles and Strategies of "Contemporary Cultural Participation" in High School Chinese from the Perspective of Learning Community.This thesis puts forward the teaching principles and teaching strategies of "contemporary cultural participation" in high school Chinese from the perspective of the learning community.The teaching principles are: the principle of responsibility and sharing-the unity of duty and power of the high school students 'learning community,and the principle of overall circulation-the dynamic communication and checks and balances of the high school students' learning community: the principle of interactive symbiosis-the reciprocity of the high school students 'learning community With build.The teaching strategy is: the school provides the necessary teaching foundation for "contemporary cultural participation",forms a reasonable teacher-student relationship and builds a learning community for high school students,creates an interactive real cultural participation environment for the high school students learning community,and forms a multi-participation evaluation method.