Research On High School Chinese Teaching Design Under The Background Of Subject Core Literacy

In 2018,the Ministry of Education promulgated the General High School Language Curriculum Standards(2017 edition).The curriculum standard clearly states that senior high school Chinese curriculum should be guided by the socialism theoretical system with Chinese characteristics,based on the characteristics of Chinese curriculum and the regular pattern of senior high school students learning Chinese,with the Chinese core literacy as the guiding principle,take the students' Chinese practice as the main line,design "Chinese learning task group",improve the teaching method.Teaching design,as the leader of teachers' teaching implementation,can help to renew the school-running idea,strengthen the identification and practice of the core quality;renew the teachers' education idea,promote the teachers' professional development,train the students' Chinese core literacy,promote the students' all-round development.However,there are still some problems in senior high school Chinese teaching design.Therefore,on the basis of comprehending the new concept of Chinese subject core literacy in senior high school,this paper makes an empirical investigation on the current situation of Chinese teaching design in senior high school in the context of Chinese subject core literacy.In this study,senior high school Chinese teachers in five ordinary high schools in Shandong Province were investigated to explore the subject core literacy in the context of senior high school Chinese Teaching Design of the status quo and problems.It is found that the overall situation of Chinese teaching design in senior high school in the context of subject core literacy is common.From all dimensions,the analysis of teaching methods in Chinese teaching design in senior high school is the best,and the analysis of teaching contents is the second,the analysis of teaching objectives and learners' analysis is general,but the analysis of teaching evaluation is the worst.And there is no significant difference in the teaching design of senior high school Chinese teachers based on different gender and teaching grade.However,there are significant differences in different types of schools,teaching years,professional titles of senior high school Chinese teachers' teaching design.There are still some problems in Chinese teaching design of senior high school under the background of subject core literacy,which is manifested in the tendency of subjectivization and one-sidedness in the analysis of learners;the goal of Chinese subject core literacy is not outstanding;the teaching content guided by the discipline core quality is not well embodied;the teaching method is not properly used;and the scientific evaluation standard of the discipline core quality is not embodied.Therefore,from the five elements of instructional design—— Analysis of learners,analysis of teaching objectives,analysis of teaching contents,analysis of teaching methods and analysis of teaching evaluation,some optimization strategies are put forward,it is shown as follows: strengthening the learners' analysis consciousness and ability,setting the teaching goal scientifically,highlighting the characteristics of the learning task group,choosing the teaching method reasonably,optimizing the teaching evaluation standard.