Research On The Current Situation And Improvement Strategies Of Practical Text Reading Teaching In Junior Middle Schools Based On Learning Task Group

In junior secondary language teaching,the teaching of reading practical texts is an important component.The newly promulgated and implemented Language Curriculum Standards for Compulsory Education(2022 Edition)emphasizes that the content of the junior secondary language curriculum is mainly organized and presented in the form of learning task group,reflecting the basic requirements and value of language learning to achieve the integration of the logic of life and the logic of Chinese subject.Among them,“practical reading and communication” is one of the six learning task groups proposed in the new standard,focusing on the teaching of practical texts,which is undoubtedly an affirmation of the value of practical texts and at the same time a higher requirement for the teaching of reading practical texts.The thesis investigates and analyses middle school students’ learning of practical texts and teachers’ use of learning task group in the teaching of reading practical texts,and finds that there are problems with the current teaching of practical texts in junior high school,such as the utilitarianization of teaching objectives and the weakness of text value perception,the modeling of teaching thinking and the singularity of students’ learning paths,the emphasis on reading rather than communication and the disconnect between learning and use.In order to address the current situation of practical text teaching in junior high schools,we take learning task groups as the entry point to innovate through the traditional practical text teaching model in order to solve the existing problems.By analyzing the clear direction of the new curriculum for the teaching of practical texts,the fit between the selection of practical texts in the unified textbook and the learning task group,and the inherent characteristics of practical texts,the necessity of using the learning task group for the teaching of practical texts is fully discussed.On the basis of practical investigation and theoretical analysis,strategies for teaching reading practical texts based on learning task groups are proposed from three aspects: first,focusing on the concept of students’ core literacy development,establishing the concept of teaching practical texts for use in learning and enhancing awareness of the characteristics of reading practical texts,so as to clarify the concept of teaching practical texts;second,identifying learning themes and constructing learning objectives,firmly establishing task-driven and creating comprehensive practical activities,creating real-life situations and enhancing application experiences,as well as integrating practical text learning resources inside and outside the classroom,so as to optimize the design of practical text teaching practices;third,attaching importance to the motivational and promotional functions of assessment,play the role of multiple assessment subjects,taking reading and communication as the main assessment content,giving priority to process assessment,and using a variety of assessment tools to construct practical text teaching assessments that achieve teaching effectiveness.The evaluation of text teaching.Finally,a case study of practical text teaching based on learning task clusters is conducted by taking five practical texts in Unit 5 of the first book of Grade8 as an example,which is expected to provide an operational reference for the practice of practical text reading on the operational level in junior high school.