Research On The Teaching Path Of "cross-media Reading And Communication" In High School Chinese

With the progress of the information age in China,reading across media has become one of the focal points for language educators in recent years."Reading and communicating across media"is the third learning task group newly proposed in the General High School Language Curriculum Standard(2017 edition),which not only responds to the requirements of the development of the information age,but also is the result of the continuous progress and development of the language subject,and also marks that "reading and communicating across media It also marks the formalisation of "reading and communication across media" as part of the teaching and learning content of the senior secondary language curriculum.How to understand the connotation of the task group of 'reading and communicating across media' and how to implement it in high school language teaching is a pressing issue in language teaching today.This paper analyses the need for cross-media reading in senior secondary language teaching,compares cross-media reading with traditional reading,and discusses the teaching paths of "cross-media reading and communication",with a view to designing and implementing cross-media reading activities around the goal of developing students' media literacy.In this study,we hope to provide a practical reference for front-line language educators in their teaching,and to promote the development of the teaching of "reading and communication across media" in senior secondary languages.Specifically,the paper consists of five parts: the first part is the introduction,which focuses on the reasons for choosing the topic,the significance of the study and the research methodology,and introduces the current status of research on inter-mediated reading teaching at home and abroad.The second part is an overview of "inter-mediated reading and communication" in senior secondary languages,defining the relevant concepts and explaining the pedagogical rationale and necessity of "inter-mediated reading and communication" in senior secondary language teaching.The third part compares "reading across media" with "traditional reading" in senior secondary languages.This section analyses the essential differences between cross-media reading and traditional reading,and the complementary co-existence of the two.The two are fundamentally different and complementary,and together they promote the development of language reading teaching.The fourth part is about the construction of teaching pathways for "reading and communication across media" in senior secondary languages.The main purpose of this study is to develop a teaching pathway for the task group of "reading and communicating across media" in senior secondary languages from four perspectives: teaching principles,teaching methods,enhancing teachers' media literacy and building media learning platforms for learners.The fifth part is about the "inter-mediated reading and communication" teaching problem.The fifth part is about the design of teaching examples and teaching activities of "reading and communication across media".In terms of teaching practice,the author has worked with students in a secondary school in Qiannan,Guizhou,to carry out teaching activities on 'reading and communication across media',and believes that teaching across media should be integrated with students' daily lives and learning-by-doing practices.In addition,the author has designed specific cross-media reading activities with a view to providing concrete case studies for the teaching of cross-media reading in high school languages.