Case Study Of The Application Of "learning Task" In The Whole Book Reading Unit Of Rural China

The Chinese Curriculum Standards of Ordinary High Schools(2017 edition 2020Revision)(hereinafter referred to as "curriculum standards")summarizes the "core literacy of Chinese discipline" and puts forward 18 learning task groups,which provides an important basis for classroom teaching.Around the "core accomplishment" and learning task group,compiled textbook writing to "learning task" as the center,in the back of each unit set the "unit learning task",pay attention to use task lead students activities,to task drive students learning,guide students to master in the real situation and use the language,improve the core literacy in Chinese practice.Based on the task group of "whole book reading and discussion",the "whole book reading" is designed for senior high school Chinese textbooks,which is arranged in the fifth unit and the seventh volume of the required textbook in the form of independent units.In the first book,Mr.Fei Xiaotong was specially designed for the "whole book reading".In order to guide students to study academic works carefully,four "learning tasks" are put forward closely related to the curriculum standard to ensure the development and implementation of "whole book reading".Therefore,the specific use of "learning tasks" by teachers in the whole book reading teaching of "Rural China" is the main problem solved by this institute.This study mainly uses the case study method to study the "learning task",whether the Chinese teachers consider the "learning task",use the "learning task" and how to obtain the research results: first,the teachers choose the learning task in the teaching materials;second,the "learning task" presents comprehensive characteristics;third,the teachers pay attention to the comprehensive use of learning activities to help complete the "learning task".Fourth,teachers attach importance to the creation of the situation and carry the development of "learning task";fifth,teachers pay attention to the analysis of the task completion,but the evaluation form is single.In view of the above results,the following suggestions are proposed: first,teachers should pay attention to the overall planning of "learning task",and make a reasonable investigation of task 4 during teaching;second,teachers should pay attention to the overall construction situation and promote the development of subject core literacy;finally,teachers should strengthen the diversified evaluation and pay attention to the completion of "learning task".After discussing the above research results,the following three conclusions are drawn: first,clarify the unit task and make reasonable selection based on the characteristics of various tasks;second,based on the effective completion and overall planning;third,pay attention to the task evaluation,based on the inspection of the task completion and diversified evaluation.