Task-driven Teaching And Research On Revolutionary Cultural Works In Junior High Schools

The Chinese revolutionary culture was formed during the period of the New Democratic Revolution and is embodied in the ideals and beliefs of the Chinese Communists in their indomitable and heroic struggle.With the promotion of the concept of education for cultural people,revolutionary culture has gained attention in language teaching,and has become the three major themes of language teaching alongside China’s excellent traditional culture and advanced socialist culture,and the number of revolutionary cultural works in middle school Chinese teaching materials has also increased.At the same time,the teaching of revolutionary cultural works presents some problems,including low interest in learning,insignificant cultural edification,insignificant effect of guiding life,and deviation of teaching focus,etc.,on the basis of investigation and analysis,the author tries to introduce task-driven teaching methods to improve the problems in teaching,analyze the causes of problems,point out the corresponding teaching strategies,and carry out teaching practice under the guidance of teaching strategies.The introduction of the task-driven method meets the requirements of the curriculum standards for language teaching,and the concept of learning task groups proposed in the curriculum standards and the setting of "activity and inquiry" units in the language teaching materials are all the practice of the task-driven method into language teaching.Therefore,this paper attempts to combine the task-driven method with the teaching of revolutionary cultural works to improve the teaching situation.In addition to the introduction and conclusion,the article is divided into five parts,which are briefly described as follows:The first part is an overview of the thesis,defining the relevant concepts of "revolutionary culture",and briefly expounding the teaching basis from the three aspects of course standard,academic situation and theoretical foundation,starting from the literary nature of revolutionary cultural works,based on the core literacy of language disciplines,expounding the value of teaching revolutionary cultural works from the four aspects of language,thinking,aesthetics and culture,and clarifying the teaching objectives and key points of revolutionary cultural works.The second part systematically analyzes the selected texts of revolutionary cultural works in the edited textbooks,discusses the quantity and distribution characteristics of revolutionary cultural works from four aspects: selection system,knowledge system,reading aid system and operation system,clarifies the content and teaching objectives of revolutionary cultural works,and helps formulate teaching strategies.The third part uses the questionnaire survey method and interview method to analyze the teaching status of revolutionary cultural works,and teachers do not fully take into account the aspects of language,thinking,aesthetics and culture,especially ignore the organic combination of cultural edification and pragmatic ability,and the teaching value of revolutionary cultural works has not been effectively played.The fourth part puts forward a series of teaching strategies in a task-driven manner,including cultural literacy,thinking expression,language use and cultural resources,integrating listening,speaking,reading,writing and other methods,taking specific teaching fragments as a reference to implement the task in the specific text.The fifth part is based on the teaching strategies in the previous article,teaching practice and reflection,taking the three texts "Have Chinese Lost Your Self-Confidence","Qin yuan Spring Snow" and "Yi lu Li hua" as examples for teaching practice,and summarize and reflect on the classroom.In the teaching practice,attention should be paid to the concretization of tasks to facilitate classroom implementation,and at the same time,cultural edification should be combined with language use,the boundaries of language disciplines should be clarified,the advantages of task-driven methods should be brought into play,and students’ enthusiasm should be mobilized,so as to improve teaching and obtain good teaching results.The teaching of revolutionary cultural works is an important aspect of junior high school language teaching,shouldering the important role of cultural inheritance,language use,thinking improvement and aesthetic creation,teaching should pay attention to the organic combination of cultural inheritance and language use,fully mobilize students’ enthusiasm for learning,so this paper attempts to improve the teaching status quo with task-driven method,give full play to the advantages of task-driven method,highlight the value of revolutionary cultural works,and hope to help teaching.