Research On The Implementation Of "Unit Learning Task" In High School Chinese Based On Anderson Knowledge Classification Theory

The "Unit Learning Tasks" are one of the highlights of the unified high school language textbook,and they also reflect the characteristics of the new curriculum,becoming the grasp of teaching design and implementation.How to better complete the "unit learning tasks" has become a question for front-line teachers to think about.At present,the study of "unit learning tasks" is in the exploratory stage,and the research on the implementation of this section is relatively weak.Different types of knowledge are required to complete the "Unit Learning Tasks",and the author analyzes the "Unit Learning Tasks" and learns that the knowledge involved in this section is not sufficient,not specific,and not structured.Therefore,this thesis seeks practical ways to implement "unit learning tasks" based on Anderson’s knowledge classification theory,hoping to provide Chinese teachers with practical references.This dissertation consists of six parts: Part I,Introduction,provides a general description of the main part of the study,including the background and significance of the study,research ideas and methods,and a review of relevant research results.The second part clarifies the theoretical foundation that guides this study,namely Anderson’s knowledge classification theory.The third part introduces the reasons for implementing "unit learning tasks" based on knowledge types,including the fact that language knowledge teaching is the essence of basic education and knowledge is the basis of unit learning task design.The fourth part uses Anderson’s knowledge classification theory to analyze the quantity and characteristics of the types of knowledge involved in the "unit learning tasks" of specific task groups.Compared to textbooks,they focus more on procedural and metacognitive knowledge.The fifth section first establishes the principles of knowledge development,and then develops various types of knowledge to complete the "unit learning tasks" based on the results of the analysis in the previous section.The sixth section proposes strategies for implementing "unit learning tasks" based on the knowledge classification theory,and on the basis of these strategies,an example of instructional design is conducted to apply the developed knowledge in teaching and learning,so that the implementation path of "unit learning tasks" can be made concrete.It is expected to provide a reference for front-line teachers to get out of the theoretical misunderstanding and practical dilemma.