Research On Project-based Learning In Chinese Reading Teaching In Senior High School

Project-based learning is a learning model developed on the basis of Dewey’s theory of doing and learning.This model emphasizes being student-centered,project-oriented,driven by problems,mobilizing students’ knowledge and experience,and exerting their abilities and qualities.Integrating it with high school reading teaching,in line with the concept of the new curriculum standard,and suitable for the requirements of the learning task group,is a breakthrough and innovation to the traditional reading teaching method,which is beneficial to promoting students’ meaningful learning and improving students’ comprehensive quality,to achieve the landing of core literacy.In order to figure out how to implement project-based learning into Chinese reading teaching in senior high school as well as how to design the project-based classes,this paper tries to construct a basic model of project-based learning in Chinese reading teaching in senior high school based on the General Senior High School Curriculum Standards（2017 edition）,the newly-published textbooks and practical teaching experience.This paper consists of five parts.The first part is mainly about background information of this paper.And it also depicts a holistic picture of related literature about the origin and development of project-based learning.Moreover,the significance and objectives of this experiment are also elaborated.The second part aims at constructing the cognitive framework of project-based learning in Chinese reading teaching in senior high school.Based on the basic concepts of project-based learning,the significance of project-based learning for high school Chinese reading teaching is confirmed from three aspects: curriculum standard concept,textbook compilation,and reading teaching difficulties.What’s more,on the basis of the characteristics of Chinese subject,this paper discusses the relevant elements of project-based learning which is divided into three types: single-article,group-text and whole-book reading project-based learning.And its orientation and requirements are settled down and the procedure is illustrated schematically.The third part focuses on examining the current situation of project-based learning in Chinese reading teaching in senior high school.Relevant cases shows that teachers actively explore project-based learning in reading teaching,but there have been problems such as imperfect key elements and unreasonable design.The main reason is that teachers’ understanding of project-based learning is relatively superficial and not in-depth,and it is not integrated with the learning situation and lacks overall planning ability.The fourth part,based on the previous theoretical and practical research,discusses strategies of project-based learning in teaching,which is elaborated into three aspects,about design,implementation and guarantee.In the end,with the guidance of above strategies,this paper proposes three forms of project-based learning design: single article,group text and whole book reading,presenting concrete analyzing steps so that it can supply useful suggestions to teachers.