Research On The Application Of Phenomenal-based Learning In Chinese Interdisciplinary Task Group In Junior High School

Influenced by the Finland’s education system,needed by the vision and the implementation dilemma of Chinese interdisciplinary learning task group,"Phenomenon-based Learning" is called to solve the cultivation of "core competencies",and guides the practical implementation of the Chinese "interdisciplinary learning" task group.Phenomenal teaching refers to the teaching that takes real-life phenomenal situations of interest to students and the problems generated by the phenomena as the dual driving force,subdivides learning tasks based on phenomenal problems,and guides students to explore the phenomena so that they can naturally learn,understand,and eventually develop problem-solving skills across domains.With its context,authenticity and integrity,phenomenon-based learning stimulates students’ interest and cultivates their learning autonomy;it also promotes the construction of students’ knowledge,boost their activities through "phenomenon exploration".As a result,it subtly cultivates students’comprehensive ability.In order to provide reference for the practical interdisciplinary teaching,the author conducts research on the application of phenomenon-based learning in such kind of teaching.This article consists of three parts:introduction,main text,and conclusion.The introduction section focuses on the research background,research questions and significance of this paper,and briefly summarizes the research methods.The main text includes three chapters:the first chapter analyzes and explains the conceptual characteristics,relevant analysis,theoretical basis,operation process and type division of phenomenal teaching;Chapter 2 sorts out the basic processes of teaching based on three different types of phenomenon-based learning in the teaching of Chinese"interdisciplinary learning" task group of junior high school:based on cultural phenomena,social phenomena and life phenomena.Based on this,the article not only analyzes their teaching strategies and characteristics,but also summarizes their advantages,value for the teaching of the Chinese "interdisciplinary learning" task group of junior high school.Chapter 3 puts forward corresponding teaching improvement suggestions in view of the effectiveness and difficulties in the teaching of "interdisciplinary learning" task group teaching of junior high school Chinese "interdisciplinary learning".The research methods of this paper include literature research method,case analysis method and speculative summary method.By analyzing the current situation of phenomenal teaching in the teaching of"interdisciplinary learning" task group in junior high school Chinese,this paper finds that aiming at the limitations of the phenomenon exploration environment,it is possible to lay the cornerstone for the development of phenomenal teaching by integrating school resources and building a phenomenal teaching platform.In view of the problem of teachers’ shallow awareness of phenomenal teaching,teachers’ professional quality and interdisciplinary literacy can be strengthened through training and exchanges;In view of the lack of language characteristics,phenomenon exploration and design can be carried out based on the ability of language to "use language and writing",and various text reading and writing strategies can be used.In view of the relevant judgments in the first chapter,the above teaching improvements can promote the application and improvement of phenomenal teaching in the teaching of junior high school Chinese "interdisciplinary learning" task group,help students solve practical phenomenal problems in complete phenomenon exploration,and effectively cultivate students’ core language literacy.