Research On Teaching Strategies Of High School Chinese "cross-media Reading And Communication"

In the era of media globalization,people are often confronted with the problems such as how to understand media information,how to judge media events and how to use media tools.Such media-related abilities are called media literacy.Since the reform and opening up,the media environment to which the middle school students are exposed has become complicated and been deepened,so it is imperative to improve the media literacy of the students.Based on that,the Chinese curriculum standard for senior middle schools(2017 edition)integrates the cultivation of media literacy into the Chinese subject,and puts forward the learning task group of“Cross-media Reading and communication”,aiming at promoting the common development of Chinese core literacy and media literacy and enabling students to develop into sober and excellent media audiences and media users.The curriculum has explained the task group of “Cross-media reading and communication”to some extent.However,this kind of explanation is generally on the macro level and lack of related theoretical and practical cases.Therefore,on the basis of the curriculum standards,this paper sets out from the characteristics of reading and communication among young people in the omnimedia era and the current teaching situation of this task group relying on the research results of the Chinese subject and the media literacy education at home and abroad,to explore the construction of a useful teaching strategy.It is hoped to provide theoretical reference and practical guidance for teachers in teaching the task group of “Cross-media reading and communication”.This paper is divided into six parts.The first part is the introduction which mainly discusses the origin and significance of the study,summarizes the research status and sorts out the research methods The second part is the overview of “Cross-media reading and communication”learning task group.It mainly defines the core concepts of “Media literacy education”,“Cross-media reading and communication ” and “ Cross-media reading and communication ” task group,elaborates its theory foundation and analyzes its teaching basis.The third part describes the psychological development of teenagers in the all-media Age.That is,this part summarizes the impact of the omnimedia age on high school student's reading and communication based on the combination of the theoretical research on the psychological status of high school students at home and abroad and the analysis of the characteristics of the physical and mental development of high school students..The fourth part is “Cross-media reading and communication”teaching situation investigation analysis.First,it elaborates the basic situation of questionnaire survey,then carries on the classification research to the questionnaire data to analyze the existing problems in terms of teachers,students,teaching,the school resources and so on.The fifth part introduces macro-teaching strategies of “Cross-media reading and communication”task group.This part is based on the research of the third and fourth parts.The macro-teaching strategies of“Cross-media reading and communication” task group are put forward from the compulsory stage and the optional stage respectively.The sixth part expounds the micro-teaching project design of “Cross-media reading and communication”.According to the theory and data analysis of this paper,this part designs the teaching plan,implements the plan in teaching practice and then reflects on that according to the actual teaching situation.