Research On The Teaching Strategy Of The Learning Task Group Of "language Accumulation, Sorting And Exploration" In High Schoo

Language and writing is the carrier of Chinese culture for thousands of years,and the General High School Language Curriculum Standards(revised in 2017 and 2020)(hereinafter referred to as the “Curriculum Standards”)put forward the core language skills of“language construction and use” and the learning tasks of “language accumulation,sorting and inquiry”.This initiative further clarifies the importance of language learning,and the unified version of the high school language textbook also organizes this cluster of learning tasks.Language teaching and learning plays an irreplaceable role in the transmission of our language and in promoting the accumulation and practice of language among students.However,due to the short period of time since the implementation of the new curriculum standards,teachers are still in a state of groping for how to carry out this learning task group effectively.The purpose of this paper is to analyze the problems I found during my internship and propose some practical strategies on how to better carry out this learning task group,hoping to bring some reference to the front-line teaching and to draw inspiration for the subsequent researchers to conduct deeper exploration.The article takes the “language accumulation,sorting and inquiry” learning task group as the research object.Based on the review of existing academic studies,the article combines teaching practice and questionnaire surveys to conduct an in-depth study on how to implement the teaching of this learning task group more effectively.First,we used the literature research method to summarize the previous research results,from the research on the learning task group,“language accumulation,combing and inquiry” and “language accumulation,combing and inquiry” task group teaching strategies,etc.,to have a general understanding of the research direction of the article.Then,through questionnaires and interviews,we have a certain understanding of the current teaching situation of this learning task group at the high school level,and we found that the current teaching and learning of this learning task group has problems such as insufficient motivation,old methods,insufficient attention,and unreasonable time allocation.Secondly,after understanding the current situation of teaching the “Language Accumulation,Sorting and Inquiry” learning task group,we discuss the characteristics of this learning task group in the unified high school language textbook,and analyze and sort out the arrangement of this learning task group in the unified high school language textbook in terms of learning objectives and learning activities;again,based on a full understanding of these basic conditions and the current teaching problems,we analyze the “Language Accumulation,Sorting and Inquiry” learning task group from the perspective of the “Language Accumulation,Sorting and Inquiry” learning task group.On the basis of these basic conditions and current teaching problems,we propose targeted teaching strategies in two dimensions: the thematic teaching of “language accumulation,sorting and inquiry” and the non-thematic teaching of integration and penetration.According to the curriculum standards,there are two ways of distributing the learning tasks in the textbook:centrally and interspersed with other learning tasks.The non-thematic integration strategy is proposed for the units that do not explicitly set this learning task group but have language teaching contents and requirements;finally,according to the proposed teaching strategies,the thematic teaching cases and the non-thematic integration teaching cases are designed.