Research On Teaching Strategies Of "Speculative Reading And Expression" Task Group

With the development of society and the deepening of the new curriculum reform,the cultivation of students’ speculative ability has attracted more and more attention.The curriculum standard clearly puts forward the task group of "speculative reading and expression" and lists it as one of the seven task groups of Chinese compulsory courses in senior high school.The task group teaching aims to cultivate students’ thinking ability and improve students’ thinking quality.However,due to various reasons,the current situation of the task group teaching is not satisfactory."The way of learning" unit is the first unit under the task group of "speculative reading and expression",which lays a foundation for students’ learning speculation,and the teaching difficulty of this unit is relatively low.Based on this,this study takes the teaching of "speculative reading and expression" task group as the research object,and takes the unit of "the way of learning" as an example to explore the teaching strategy,This thesis attempts to provide some enlightenment for the task group teaching of "speculative reading and expression".The introduction explains the origin and significance of the research,summarizes the relevant research on the task group of "speculative reading and expression" and the unit teaching of "way of learning",and describes the research methods used in this study.The first chapter defines the relevant concepts of "speculative reading and expression" task group,combs the compilation of relevant units of "speculative reading and expression" task group and "learning way" unit in the unified compilation of high school Chinese textbooks,and expounds the teaching basis of "speculative reading and expression" task group from the aspects of curriculum standards,unit teaching objectives,learning situation and theory Analyze the teaching value of "speculative reading and expression" task group from three aspects of teachers and teaching.The second chapter investigates the teaching status of the "way of learning" unit under the task group of "speculative reading and expression" through the questionnaire of teachers and students,and analyzes the cultivation of students’ speculative literacy,the cultivation of teaching mode and students’ subjectivity,the cultivation of situation and learning interest,the implementation of expression training and the implementation of teaching evaluation.The third chapter combines the theoretical research and investigation analysis of the first two chapters to explore the teaching strategy by taking the "way of learning" unit as an example.The first is the teaching preparation stage,which adopts the reverse teaching design to formulate the teaching framework.By combing the teaching materials such as unit introduction,unit learning tasks and learning tips,combined with the teaching objectives of task group,four expected learning results,that is,unit teaching objectives,are determined;Then create expressive tasks based on the real situation,so that students’ learning achievements can be expressed through tasks,so as to facilitate evaluation;Finally,teachers need to think about which resources are most appropriate to organize teaching,and implement the teaching value of a single text from a unit perspective.The second is the teaching implementation stage,which puts forward teaching strategies for the refined four unit teaching objectives in turn.First,make an overall perception of the connotation of the text,understand the author’s learning proposition through close reading of the text,and deeply understand the "way of learning" by pushing back the reason of creation;Second,learn reasoning methods.Teachers can guide students to clarify the view logic of the text by drawing a mind map,sort out the demonstration method with the help of tables,and grasp the language characteristics of different texts by using the comparative method;Third,on the basis of learning the text connotation and reasoning methods,train students’ ability of critical questioning and multiple interpretation.Teachers should encourage students to discriminate and think about the text content,put forward puzzles and problems with reasonable grounds,and then teachers provide material support,peer support and teacher support to help students solve problems;Fourth,train students’ speculative expression ability through communication,discussion,debate and argumentative writing.The last is the teaching evaluation stage,which establishes the evaluation system by designing activity task evaluation and periodic learning list to consolidate the achievements of speculative learning.The fourth chapter attempts to design the teaching of the "way of learning" unit combined with the proposed teaching strategies,and reflects from four aspects.First of all,teachers should not only break students’ thinking restrictions and encourage students to have speculative dialogue with themselves,others and texts,but also infiltrate humanistic feelings in teaching.Secondly,teachers should create real and interesting learning situations,pay attention to the integration of learning tasks,and ensure the development of students’ overall thinking and coherent thinking.Thirdly,in the process of teaching,we should insist on taking students as the main body of speculation and give full play to the role of teachers as guides.Finally,teachers should reasonably integrate teaching resources to make students understand that speculative learning is not limited to argumentative texts and the classroom.Teachers can guide students to transfer their knowledge and read non argumentative texts.They can also actively introduce extracurricular reading materials to broaden students’ speculative vision.The conclusion summarizes the full text,hoping that this study can provide some enlightenment for the task group teaching of "speculative reading and expression",and the majority of teachers can further implement the task group teaching of "speculative reading and expression".