Research On Optimization Of Teaching Strategies For Whole Book Reading Based On Task-driven Learning

Since September 2019,all Chinese textbooks in primary schools have been used,which encourage the reading of whole books.Chinese Curriculum Standards for Compulsory Education(2022 Edition)follows the strategies and ideas of high school Chinese curriculum standards,and uses six different "learning task groups" to clarify the course content.Reading the whole book belongs to the extended learning task group.Therefore,in the face of the response of the textbook and the latest direction of the primary school Chinese curriculum standards,the whole book reading teaching has become a challenge that teachers have to accept.However,task-driven method,guided by tasks and mainly based on students’ independent inquiry,can mobilize students’ learning enthusiasm and enhance students’ learning effect.The combination of task-driven method and whole book reading teaching in high school is conducive to realizing the teaching goal of whole book reading.This research is based on the research question of the status quo of task-driven learning in the whole book reading teaching of primary school Chinese advanced learning section.By using literature analysis method,questionnaire survey method,interview method and observation method,it attempts to put forward optimization strategies for the whole book reading teaching of primary school Chinese advanced learning section based on task-driven learning.Through the collation and analysis of the literature,based on the journals and papers of master and doctoral degree,the author compiled the Research on the Optimization of the Whole Book Reading Teaching Strategy of High School Students in Primary Schools based on Task-driven Learning.The questionnaire of teachers,the questionnaire of students,the outline of teacher interview,and the outline of student interview.Through the questionnaire and interview,the author understood the problems of teachers and students in the aspects of reading bibliography,reading guidance,task assignment,task evaluation and so on.The research results show that there are some problems in task-driven learning of the whole book reading teaching of Chinese high school in primary school,such as monotonous reading list,lack of time and space,external reading motivation,emphasis on test-oriented reading,not detailed reading guidance,lack of reading methods,difficult to coordinate overall reading,monotonous task setting,unclear evaluation standards,and difficult to reflect the differences of students.The reasons behind it are as follows:test-oriented reading tasks,unsustainable reading interest,unitary reading class type,difficult to activate teacher-student interaction,formalized achievement display,difficult to formulate reading evaluation standards,etc.In order to solve the above problems,this study observed dozens of high-quality classes,analyzed the diversified reading tasks designed and implemented in the whole book reading teaching based on task-driven learning,and refined these tasks,and summarized the whole book reading teaching improvement strategies based on task-driven learning.,it mainly includes the form of annotation task,the form of mind map task,the form of thematic reading task,the form of comparative reading task,the form of question guidance task and the form of activity task.Finally,based on the observation and analysis strategy,the teaching design took "Xiao Bing Zhang Ga" as an example,and the students’ reading achievements display.