Research On Design Of Situational Learning Task For Reading The Whole Book

As the importance of whole book reading teaching is more and more widely recognized,the theoretical research and practical exploration of whole book reading are more and more in-depth.Creating situations is conducive to enable students to move from abstract language symbols to in-depth understanding in the reading of the whole book,which has become an important research consensus.This paper focuses on the learning task design of "situated cognition" and "based on ill-structured problem".On the basis of theoretical review and analysis,this paper reviews and summarizes the concept and characteristics of situation,discusses and analyzes the research status of Situational Cognition,puts forward the strategies of situational learning task design,and pays attention to improving the effectiveness of learning task from the perspective of problem design,Combined with <From the Soil:the Foundations of Chinese Society>,design specific situational learning tasks,and explore the future direction of situational learning task design in the field of reading teaching of the whole book.This paper adopts the literature method,case analysis method and action research method.The specific research contents are as follows: the first part is the introduction,which expounds the origin of the research,defines the core concepts,and systematically combs the relevant literature at home and abroad.The second part is the situation research based on the whole book reading teaching,mainly from three aspects:the relationship between the whole book reading and the situation,the situation characteristics of the whole book reading teaching,and the situation creation misunderstanding of the whole book reading teaching.The third part is the learning task design process based on the whole book reading teaching,which is mainly discussed from four aspects: goal design,problem design,situation design and evaluation design.The fourth part is the design strategy of the whole book reading situational learning task based on skimming,intensive reading and study,and applies the obtained strategy to the situational learning task design of the whole book reading of <From the Soil: the Foundations of Chinese Society>.The fifth part is the teaching practice effect and reflection.The study found that the whole book reading of academic works has higher requirements for readers’ abstract thinking and logical reasoning ability;Compared with the whole book reading of novels,the whole book reading of academic works focuses more on exploring the author’s research ideas,research methods and discussion logic.Combining the reading of the whole book with the situation of academic works is conducive to concretizing and living the abstract academic concepts,narrowing the psychological distance between students and books,and promoting the smooth implementation of the reading of the whole book.Ill-structured problem is a problem with few limited conditions,which requires learners to define the composition and objectives of the problem in the context,select the scheme and flexibly use the situational resources.Ill-structured problem points to the high-level reading ability goals such as evaluation,application and creation.It focuses on the ability of students to flexibly use knowledge to solve specific problems in daily situations.It is more suitable for the study stage of the whole book reading and can improve the openness of learning task design.Defining the composition and objectives of the problem in the context,choosing the scheme and flexibly using the context resources can improve the openness of learning task design.It is conducive to the gradual application of situational knowledge and the transfer of academic knowledge based on Situational Design and practice.I also tries to build a theoretical model of the whole book reading situational learning task design,which consists of four elements:goal,situation,problem and evaluation.