Research On The Application Of Micro Class In The Teaching Of "Practical Reading And Communication" Learning Task Group In High School Chinese

The learning task group is one of the key points in the Chinese Curriculum Standards for General High School(revised in 2017 and 2020),and it is also an important focus of shaping students’ core Chinese literacy.The new curriculum standard includes 18 learning task groups,of which the learning task group 7 is: "Practical reading and communication.This task group is dedicated to guiding students to learn the practical language discipline in today’s social life,including the independent reading and understanding of practical words,and the oral and written expression and communication required for daily social development." And tell us that through this task group,To "achieve the goal of improving students’ reading,expression and communication ability,enriching their life experience and emotional experience,and enhancing their ability to adapt to and serve the society.However,due to the influence of traditional and narrow educational concepts,as well as the limitations of practical articles in classroom teaching,the teaching of "practical reading and communication task group" in senior high school Chinese teaching has not been given due attention,which leads to the lack of interest of students.This article is intended to correct the deviation.Therefore,through the method of literature review,it systematically reviews the micro-class and practical article teaching theories,and outlines the "practical reading and communication task group".This paper mainly uses situational cognitive theory and procedural teaching theory to improve the teaching effect of the "practical reading and communication" learning task group.Through questionnaire survey and teacher interview among teachers and students of K Middle School in K City,this paper understands the current situation of microclass application in the teaching of the "practical reading and communication" learning task group in high school Chinese,and selects typical micro-class cases from the teaching of the "practical reading and communication" learning task group,This paper analyzes the problems existing in the teaching practice from both theoretical and practical aspects,so as to explore the new mode of micro-class application,and tries to provide teaching strategy suggestions and thinking for the researchers and workers of high school Chinese education.This paper is divided into six parts and five chapters.The first part is an introduction,which mainly includes the origin of this study,the definition of the core concepts,relevant literature review,research methods and theoretical basis of the study.The first chapter analyzes the necessity and feasibility of applying micro-class to the teaching of "practical reading and communication" learning task group in high school Chinese.The necessity is expounded from three aspects: the need of the society for application-oriented talents,the teaching of "practical reading and communication" learning task group in high school Chinese and the need to expand students’ horizons;The feasibility is expounded from three aspects: the development of information technology,the improvement of traditional teaching methods and the improvement of teachers’ professional quality;In the second chapter,the connotation,teaching characteristics and teaching value of "practical reading and communication" task group are summarized;Secondly,the paper analyzes the real questions of the national practical text reading and communication examination of the second volume of the college entrance examination in the past ten years;Finally,it classifies and analyzes the distribution of "practical reading and communication" learning task group in the unified edition of high school Chinese textbooks.Chapter III,the application of micro-class in the teaching of "practical reading and communication" learning task group in senior high school Chinese.The questionnaire survey and teacher interview were conducted in K Middle School of K City.Through the analysis of survey data,this paper points out the problems existing in the application of micro-class in the teaching of "practical reading and communication" learning task group,and analyzes the causes of the problems pertinently,laying a foundation for the next step to put forward effective application suggestions.The fourth chapter proposes the application of micro-class in the teaching of "practical reading and communication" learning task group in senior high school Chinese.Suggestions are put forward from the aspects of strengthening teachers’ micro-class teaching concept,paying attention to "practical reading and communication" learning task group teaching,and building a micro-class resource sharing platform based on regional characteristics,so as to effectively improve the quality of micro-class.Chapter five is the case study of the application of micro-class in the teaching of "practical reading and communication" learning task group in senior high school Chinese.According to the principles of teaching application,establish a typical case library of various practical articles,use it appropriately,and design the situation,apply the theory of situational cognition and degree education to the teaching of reading and writing of practical articles,summarize the teaching practice experience in time,and improve teachers’ micro-class teaching ability and teaching effect.