Research On Production-oriented Approach Based On The Chinese Learning Task Groups In Junior High School

Currently,there are teaching dilemmas in Chinese teaching,such as "emphasizing input but neglecting output","learning is not suitable for use,and using is not suitable for learning".Students have insufficient internal motivation to learn Chinese,weak pragmatic ability,and low output ability.With the continuous deepening of the curriculum reform in basic education,the 2022 version of the new curriculum standard proposes"learning task groups" as the organizational form of the new curriculum.How to improve students’ core language literacy has become a hot topic and focus of Chinese education research.In view of this,the author carried out the research on Production-oriented Approach based on the Chinese learning task groups in junior high school,hoping to organize teaching with the output of learning outcomes as a fixed point,force material input with the output of outcomes,and ultimately achieve the goal of"promoting learning and putting learning into practice".This article is composed of three parts:The Chapter 1 clarifies the definition of the research on Production-oriented Approach based on the Chinese learning task groups in junior high school,its characteristics,relevant discrimination,theoretical basis and operation process.The Chapter 2 combines the three key links to evaluate and analyze the teaching implementation and teaching characteristics of junior high school Chinese developmental learning task groups under the guidance of output.The Chapter 3 is a rational reflection on the research on Production-oriented Approach based on the Chinese learning task groups in junior high school,including practical inspiration,practical challenges and development suggestions.Through the research on Production-oriented Approach based on the Chinese learning task groups in junior high school,this article finds that the creation of this teaching paradigm can promote the realization of three transformations in Chinese classrooms:Firstly,reverse the "input oriented" approach,take the output learning goal as the logical starting point,emphasize that "the output of learning outcomes" drives the input and facilitation of learning materials,and reconstruct the teaching process.Secondly,force students to engage in purposeful and meaningful constructive learning through output based learning tasks,focusing on the visualization of output goals,and implementing them into their specific learning behaviors.Thirdly,attach importance to "evaluating input quality through output performance",follow evidence-based principles,cooperate with teachers and students in evaluation,and achieve evaluation to promote learning.The above teaching creation aims to implement effective teaching by constructing a systematic operational process,making the cultivation of core literacy a value pursuit in Chinese education,and taking students’ speech creation and self realization of speech life as the ultimate goal of Chinese education.