Research On The Design Of Learning Task Lists In The Teaching Of Whole Books In High School Chinese

With the successive promulgation of the Chinese Curriculum Standards for General High Schools(2017 Edition)and the Chinese Curriculum Standards for Compulsory Education(2022 Edition),the proposal of the "Whole Book Reading" learning task group indicates the reform and educational transformation of language teaching,indicating that the whole book reading teaching has risen to the national level curriculum will.With the continuous advancement of educational reform towards independent cooperation and inquiry-based learning,learning task lists have been widely tried and applied as an effective extension and supplement to classroom teaching.For example,the "cooperative learning list" used in Shanghai’s education reform and the "learning activity list" used in Jiangsu’s education reform both confirm the important value of learning task lists in teaching.This study integrates the learning task list into the teaching of high school Chinese whole book reading,focusing on four core questions:(1)What are the core elements and basic characteristics of the learning task list in high school Chinese whole book reading teaching?(2)What is the value of applying the study task list to the whole book reading teaching of Chinese in high school?(3)What is the current design of the existing learning task list for the whole book reading teaching of high school Chinese?Are there deficiencies?(4)How should the learning task list be designed in the whole book reading teaching of high school Chinese? What strategy should be used for design?The first chapter of this thesis,including the introduction,consists of five chapters,which mainly explains the reasons for choosing the design of the learning task list for the whole book reading as the research object.At the same time,the theoretical and practical significance of studying the design of learning task lists in the whole book reading teaching in high school is explained.This paper reviews the relevant research at home and abroad,defines the concepts related to learning task list,whole book reading teaching and whole book reading teaching,and clarifies the main research methods to be adopted in this study.Chapter 2 provides a basic interpretation of the learning task list in high school Chinese reading teaching,mainly including the theoretical basis of its design,the requirements that should be followed in the design process,and clarifying the components and basic characteristics of the learning task list in the whole book reading teaching.Taylor’s principle provides a theoretical basis for clarifying the elements of the learning task list,constructivist theory fully pays attention to the use of the learning task list,and the situational cognitive theory guides the task design in the learning task list.In the design process,attention should be paid to the comprehensive impact of curriculum standards,section characteristics and academic conditions on students,and attention should be paid to incorporating evaluation elements into the design of learning task lists.Its components mainly include reading objectives,reading tasks,reading brackets,and reading assessments.The basic characteristics are mainly manifested as dominance,sequence,autonomy and tendency.Chapter 3 clarifies the unique value of applying study task lists to the teaching of high school Chinese whole books.The use of learning task lists can integrate inside and outside the classroom,and solve the dilemma of curriculum-based reading teaching of the whole book;Be able to go deep into the key and difficult points and remove the obstacles that hinder the implementation of the entire book reading teaching;Its use is carried out throughout the teaching,which can eliminate the problem of difficulty in evaluating the reading teaching of the whole book.The application of the learning task list to the whole book reading teaching effectively solves the triple reality contradiction between the effectiveness of course duration and the unlimited reading demand,the limited reading ability of students and the high-order of reading teaching goals,and the visibility of teaching objectives,while students’ literacy has implicit nature.Chapter 4 uses the four core elements of the learning task list as an analytical framework to reflect on the strengths and weaknesses of the current design situation.Through the analysis of the design status,teachers currently have the awareness of putting the learning task list into the whole book reading teaching,have the ability to design the learning task list according to the teaching objectives,and fully respect the main position of students in the learning process.However,there are also four deficiencies: the lack of extensive knowledge coverage in the determination of reading goals,the lack of phased focus on the setting of reading tasks,the lack of auxiliary scaffolds for the cultivation of reading ability,and the lack of detailed standard measurement of achievement feedback methods.Chapter 5 proposes optimization strategies for the current four-fold problems in the design of the whole book reading and learning task list,in order to help front-line teachers realize the optimization and upgrading of the learning task list design in the whole book reading teaching on the basis of the original design.First of all,highlight the advantages of teaching reading throughout the book and determine the reading goals in the learning task list.Secondly,we should design the reading tasks in the learning task list based on the key points of reading teaching throughout the book.Once again,we must grasp the learning difficulties of reading the whole book and build the auxiliary bracket in the learning task list.Finally,the whole reading teaching process should be monitored and the reading assessment in the learning task list should be improved.