Studies On The Implementation Strategies Of “Unit Learning Tasks” In The Unified Version Of Senior High School Chinese Textbooks

The integrated version of the high school Chinese language textbook(compulsory)has completed a full round of teaching nationwide,and the "unit learning tasks" section,which is an important part of the textbook,has received considerable attention.In the preliminary research process,the author visited two senior high schools,namely S School in Guiyang City and D High School in Dejiang County.Through teacher interviews,student questionnaires,and classroom observations,the implementation of the "unit learning tasks" section in the textbook was investigated on-site.The research results show that the "unit learning tasks" have already gained enough attention from teachers,but due to the challenge they pose to the traditional teaching model,frontline teachers generally feel unaccustomed to them.In addition,due to differences in urban geographical locations and resource allocation,there are also disparities in teaching effectiveness in different areas.This paper focuses on the current situation of teaching in remote provinces,especially in county-level high schools,and directly addresses the difficulties and problems faced by teachers and students in the process of using "unit learning tasks".It explores and optimizes effective approaches to the implementation of "unit learning tasks" to avoid the randomness of teaching and the blindness of student learning.Fully tapping into and unleashing the teaching value of "unit learning tasks" and narrowing the gap caused by resource and geographical advantages are the issues addressed in this paper.The research mainly includes the following contents:The introduction section presents the research significance of this paper and reviews relevant research findings.It focuses on the current situation of the integrated version of the high school Chinese language textbook and specifically summarizes and comments on the research status of "unit learning tasks," summarizes research trends,and identifies the research focus and methods of this paper.Chapter 1 explores the concept of "unit learning tasks" from the source and investigates the basis and characteristics of the new textbook’s arrangement of "unit learning tasks." It discusses the connection between "unit learning tasks" and various systems of the textbook and finally explores how "unit learning tasks" meet the practical needs of educational concepts in the new era.Chapter 2 is a survey of the current usage of "unit learning tasks." Through methods such as distributing questionnaires to students and conducting teacher interviews at S School in Guiyang City and D High School in Dejiang County,the understanding,frequency of use,and actual teaching situation of "unit learning tasks" by teachers and students are investigated.The research data from the two schools are summarized and compared,and the problems are analyzed and summarized.Chapter 3 provides suggestions for teachers using "unit learning tasks." Based on the conclusions of the previous chapter,targeted implementation strategies are proposed to help teachers better design the "unit learning tasks" section in their teaching and fully leverage the advantages of the new textbook.In summary,this paper focuses on the research of implementation strategies for "unit learning tasks" in remote areas,guided by the educational concepts of the new era,to maximize the functionality of this section and ultimately achieve innovation in the teaching model.