Research On Teaching Strategies Of Practical Chinese Texts In High Schools From The Perspective Of Learning Task Group

Practical text is a kind of text with strong application and practice,and its writing is biased to solve the needs of practical work.In high school Chinese teaching,practical texts are an indispensable and important part.However,most teachers are accustomed to using the teaching method of literary texts to talk about practical texts,which conceals the stylistic characteristics of practical texts to a certain extent,resulting in the teaching of practical texts becoming more and more "literary",and then gradually dissolving the unique teaching value of practical texts.In addition,in the college entrance examination environment,most teachers pay more attention to emphasizing the knowledge points and answering methods related to the examination in the classroom teaching of practical texts in high schools,and take "the test is to speak,and if not to test,it is not taught" as the standard to measure the focus of practical text classroom teaching,ignoring its important functions in reading and language communication.The 2017 edition of the Standard for General High School Chinese Curriculum puts forward the "practical reading and communication" learning task group,puts forward specific learning objectives,learning content and teaching tips for practical texts,and provides guiding directions and suggestions for the teaching of practical texts in high schools,which shows the important position of practical text teaching in high school Chinese teaching.The paper is divided into three chapters:The first chapter mainly describes the practical text reading and communication learning task group.Firstly,the concept and characteristics of practical texts are summarized.Secondly,the concept of "practical reading and communication" learning task group is explained according to the curriculum standards,and the theoretical basis of the task group is elaborated from the three perspectives of situational teaching,humanistic learning theory and new curriculum standard concept.Finally,the teaching value of language learning and life,the status of practical texts,and the new form of teaching practical texts are discussed.Chapter 2 investigates and analyzes the current situation of teaching practical texts in high schools.After comparing the compilation of practical texts in the compulsory textbooks of high school Chinese in the unified edition and the people’s education version,it is concluded that the selected texts of the compulsory textbooks of the unified edition have innovative characteristics such as practicality,diversity,and modernity.Through the investigation of the current situation of learning and teaching of practical texts in high schools,it is found that there are many serious problems in the teaching of practical texts in high schools,such as the ambiguity of the positioning of teaching style and the tendency to be "literary".The purpose of teaching focuses on taking exams and is biased towards "utilitarianism";The teaching form is mainly a single article,which tends to be "fragmented";The teaching method lacks interest and tends to be "simplistic".Chapter 3 is the core part of the full text,focusing on the teaching strategies of practical texts in high schools from the perspective of learning task groups.In view of the problems arising in the current teaching of practical texts,targeted teaching strategies are proposed from three aspects: teaching style positioning,teaching methods and teaching evaluation.First of all,clarify the personality of the text and highlight the stylistic awareness.For example,teachers should teach reasonably,and strengthen the theoretical study of practical texts;It is necessary to teach it in a way and grasp the stylistic characteristics of practical texts.Secondly,implement learning task group teaching and expand teaching channels.For example,teachers should teach in groups,implement task-driven,and break through single teaching;To teach in a context,create a real learning situation,and increase students’ interest in learning;To teach usefully,use a combination of reading and writing to help students apply what they have learned.Third,build an evaluation system and promote multilateral exchanges.For example,teachers should evaluate them with a rule,that is,strive to humanize the purpose of evaluation;To evaluate someone,that is,strive to evaluate the diversity of subjects;To have a method,that is,to strive for diversification of evaluation methods.Finally,the teaching design of the fifth unit of the compulsory second volume of the unified version of the textbook is carried out.