A Study On Teaching "Practical Reading And Communication" Learning Task Groups In Unified Middle School Language

The most significant change in the newly revised Language Curriculum Standards for Compulsory Education(2022 Edition)is the concept of "learning task clusters" in compulsory education,which is an important way to foster students’ overall development.However,language teaching in junior secondary schools has always been "more literary than practical",and the concept and approach of teaching practical texts need to be changed.The"Practical Reading and Communication" learning task cluster is highly practical and closely related to students’ daily life.Therefore,how to effectively teach "Practical Reading and Communication" learning task cluster in junior high school has become an important challenge in the current language curriculum.Through literature research method and case study method,focuses on the junior high school level with the new curriculum for teaching and learning,and uses the unified junior high school language textbook as the carrier to study how to carry out the learning task group of "practical reading and teaching".The main text is divided into the following three parts:First,we provide an overview of the "Practical Reading and Communication" learning task group,and clarify the conceptual content,pedagogical features and value of the task group.The features of the task group are the contextual nature of the learning tasks,the practical nature of the learning contents,the practical nature of language learning and the integration of learning resources.The task group teaching helps to expand students’ practical knowledge,develop students’ ability to solve real-life problems,strengthen students’awareness of the times and enhance their ability to adapt to the society.Secondly,according to the requirements of the Language Curriculum Standards for Compulsory Education(2022 Edition),the content of the unified junior high school language textbook and the characteristics of this task group were combined to construct the teaching of this task group from five aspects:teaching objectives,content,methods,process and evaluation,in order to achieve the best teaching effect,taking into account the contents of the unified middle school language textbook and the characteristics of this task cluster.Through analysis,the objectives of teaching this task group are set to allow students to construct and accumulate pragmatic knowledge,to develop and strengthen their logical thinking skills,to improve their ability to use pragmatic language and to allow them to appreciate the spirit embedded in pragmatic texts.Then,the content of this task group was then defined in terms of both the Compulsory Education Language Curriculum Standards(2022 Edition)and the unified junior secondary language textbooks.and the task group was taught using the comparative analysis method,task-driven method,thematic seminar method and contextual teaching method.The teaching process could be divided into three stages:creating a learning context,clarifying the learning task and designing learning activities.The teaching process can be divided into three stages:creating the learning situation,clarifying the learning task,and designing the learning activities.Then,the evaluation system is improved by considering three aspects of evaluation subjects,contents and methods from multiple angles.Finally,we present the teaching practice of the "Practical Reading and Communication"learning task cluster in the unified middle school language,including the background,presentation,and analysis of the case,using the first unit of the first book of the eighth grade as an example.Exploring the practicalities of teaching this task group to provide a reference for the current "Practical Reading and Communication" learning task group in junior secondary language classrooms.