| Reading and writing occupy an important position in Chinese teaching,being an important part of Chinese teaching.Reasonable "reading and writing combined" teaching can not only realize the transfer of reading and writing knowledge,but also improve the efficiency of Chinese teaching.Therefore,many researchers have been devoted to exploring the relationship between reading and writing.The combination of reading and writing has its unique value and advantage for Chinese teaching.With the promulgation of the Chinese Curriculum Standards for Compulsory Education(2022Edition),the concept of "learning task groups" has been extended to the stage of primary school.The curriculum standard proposes to organize the course content in the form of learning task groups.In addition,it is especially pointed out that the learning task groups should be based on the core quality,take into account the humanistic and instrumental nature of the Chinese curriculum,and emphasize the practicality,comprehensiveness and situational nature of the learning task groups.Systematically integrate listening,speaking,reading and writing.To a certain extent,this is not only the correction of the disconnect between reading and writing in traditional teaching,but also the correction of the "exam-oriented" of traditional Chinese education.Specifically,the developmental learning task group is divided into three learning task groups: "practical reading and communication","literary reading and creative expression" and "speculative reading and expression",focusing on "practical","aesthetic" and "speculative" respectively.It aims to guide students to develop their core qualities in Chinese practice activities such as literacy and writing,reading and appreciation,expression and communication,sorting and exploration.From the specific expression of the learning task group,it can be found that the developmental learning task group reconstructs the integrated teaching mode of reading and writing in the form of task groups,and guides people to break through the "combination of reading and writing" of a single subject knowledge point.This study takes the teaching of the developmental learning task group "reading and writing combined" as the research object,according to the logic of "why-why-how".Firstly,the connotation of core concepts such as "developmental learning task group" and "read-write combination" is clarified,and the specific performance and value of "read-write combination" of developmental learning task group are expounded in detail.Then the possibility of "reading and writing combined" teaching of developmental learning task group is discussed from two aspects of theoretical basis and practical basis.Then,interviews were conducted with first-line Chinese teachers in the third section of primary school to understand their cognition and implementation of developmental learning task groups and "read-write combination",so as to explore their existing dilemmas and summarize their realistic dilemmas and successful experiences that can be used for reference by case analysis,so as to learn from each other.Finally,aiming at the problems and drawing experience,the author puts forward the teaching strategy of "reading and writing combined" in the developmental learning task group.This study mainly includes:The introduction part explains the background of the topic;Secondly,it reviews the literature to understand the current research status in this field so as to clarify the research space of this topic.Then,the purpose and significance of the study are expounded.Finally,the research ideas and methods of this study are explained in detail.The first part is an overview of the teaching of the developmental learning task group "reading and writing combined".On the one hand,the core concepts of the learning task group,the developmental learning task group,and "reading and writing combined" are defined in the paper.On the other hand,the theoretical basis of the study is explained,which lays a foundation for the subsequent research.The second part is the practical basis of "reading and writing combined" teaching of developmental learning task group.This part is carried out from two aspects: the embodiment of "reading and writing combination" in the developmental learning task group in the Compulsory Education Chinese Curriculum Standard(2022 edition),and the arrangement characteristics of "reading and writing combination" in the third section of the unified edition primary school Chinese textbook.The third part is the investigation and analysis of the developmental learning task group "reading and writing combined" teaching in the third stage of primary school.Further clarify the current primary school teachers’ cognition and implementation of the developmental learning task group "reading and writing combined" teaching.Through the interview research and case analysis,we comprehensively understand the teaching practice of teachers’ development learning task group "reading and writing combination" relying on the selection of textbooks.Based on this,the paper summarizes the specific problems existing in the teaching of the developmental learning task group "reading and writing combination" in the third stage of primary school,namely the cognitive dilemma,the design dilemma and the implementation dilemma,as well as the successful experience,namely the creation of context,the attention to practice and the reorganization of content.The fourth part is the teaching strategy of "reading and writing combined" in developmental learning task group.Based on the requirements of the learning task group,this paper draws on the teaching experience of the developmental learning task group "reading and writing combination" in the third stage of primary school,and interprets the "reading and writing combination" from an innovative concept and a new perspective in view of the practical difficulties it faces.Accurate design,multi-angle integration of reading and writing tasks;Optimize implementation,promote reading and writing effect of three aspects of the specific teaching strategies. |
