The Learning Task Group Of "Practical Reading And Communication" In Primary School Language Instructional Design Research

In order to implement the national education policy in the new era and strengthen the orientation of curriculum education,the "Compulsory Education Language Curriculum Standards(2022 Edition)" proposes to integrate teaching content in the form of "learning task groups".Among them,the "practical reading and communication" learning task group is closely related to the current society’s demand for talent ability,aiming to improve students’ ability to obtain effective information and express themselves freely according to needs in text reading,and this integrated way promotes the reform of primary school Chinese teaching,and needs to realize the transformation of learning task group teaching.Through literature combing,it is found that the current teaching design research of the learning task group mainly focuses on the teaching implementation suggestions under a specific learning task group,while the teaching research of "practical reading and communication" in primary school Chinese mainly focuses on the research on connotation characteristics and teaching strategies,and there is less research on specific teaching design,Therefore,it is of great research space and value to study the teaching design of the "practical reading and communication" learning task group of primary school Chinese.Taking the teaching design of the learning task group of "practical reading and communication" of primary school Chinese as the starting point,this study takes constructivist learning theory,situational cognition theory,recent development area theory,project-based learning,etc.as the theoretical basis of teaching design,and comprehensively uses literature analysis method,questionnaire survey method and case analysis method to explain the meaning of the internal composition and external performance of the teaching design of "practical reading and communication" in primary school language.The survey analyzed the current situation,shortcomings and causes of "practical reading and communication" teaching in primary schools.From the perspective of teaching design of learning task group,the natural state of "practical reading and communication" teaching design is proposed,and the available methods and strategies for teaching objectives,teaching content,teaching methods,teaching principles,teaching activities,etc.are proposed,and their effectiveness and feasibility are presented in combination with specific cases.Finally,combined with the shortcomings of teaching theory and practice,suggestions for improving the application of teaching design are proposed.The main ideas and conclusions of this study are as follows:First,the interpretation of the "Practical Reading and Communication" learning task group for primary school Chinese.According to this study:The teaching design of the learning task group refers to the concept of "learning task group" as the guide,taking the real life situation as the basis,taking the learning task as the guide,integrating humanities themes and language elements,arranging the teaching elements in an orderly manner,and determining the appropriate teaching plan and plan.In terms of teaching,the teaching objectives and learning content of the "Practical Reading and Communication" learning task group were analyzed in combination with the new curriculum standard,and its teaching value in developing students’ language ability,emotional experience and thinking ability was expounded.Moreover,the implementation of the teaching design of the learning task group needs to be implemented in a good teaching environment with the cognitive premise of the task group and both teachers and students.Finally,according to the constructivist theory and the concept of learning task group,the teaching design is presented.Second,the investigation and analysis of the teaching status of "practical reading and communication".According to the survey results,the current teaching of "practical reading and communication" has problems such as unclear teaching objectives,low degree of integration of teaching content,insufficient creation of teaching situations,outdated teaching methods,and neglect of practice in teaching evaluation.The reasons are analyzed from both teachers and students,among which teachers mainly do not update teaching concepts in time,lack of effective integration methods,stereotype the teaching of practical texts,and ignore the characteristics of this learning task group.Third,the teaching design process of the learning task group of "practical reading and communication" of primary school Chinese is explored.Based on contextual cognition theory,recent development area theory,project-based learning theory and new curriculum standards,this study proposes appropriate methods and strategies for the objectives,content,methods and principles of the teaching process.In terms of clarifying teaching objectives,it is proposed to combine the teaching objectives of the new curriculum standards,focus on the comprehensive development of core competencies,and determine the depth orientation of teaching objectives;In terms of organizing teaching content,put forward methods for distinguishing stylistic characteristics,expanding the field of selected texts,and connecting inside and outside the classroom;In establishing teaching principles,it is believed that it is necessary to adhere to the principle of wholeness,comprehensiveness,scientific and practical;In terms of teaching methods,contrast,drive,practice and teaching methods are provided for reference;Finally,combined with the teaching practice,the teaching design of this learning task group is described in accordance with the teaching conditions,which needs to be carried out in a harmonious and democratic teaching atmosphere in addition to the joint efforts of teachers and students.Fourth,the teaching design of the learning task group on "practical reading and communication" of primary school Chinese is explanatory.Through the application of theory and the analysis of practical data,according to the concept of learning task group,this study conducts the unit design and analysis of the learning task group of the third unit of the fourth grade of primary school,"Paying attention everywhere is life",selects the practical text "Cricket’s House" in the unit as the teaching design,interprets and analyzes the text,and establishes its teaching objectives according to the relevant requirements and theoretical basis of the new curriculum standard.For example,link to "The Foot of the Creeper" in the class to integrate.In terms of teaching tasks and situations,activities such as "Residential Little Judges" were designed,and teaching reflections were carried out on this case.Fifth,suggestions on promoting the use of teaching design of learning task groups for "practical reading and communication" in primary school language.Based on the problems and theories found in the current situation of this study,suggestions for the teaching design and application of this learning task group are proposed,which are directed at teachers,students and schools respectively.Among them,teachers’ teaching:teachers should design goals around the core literacy of language,boldly try the development and integration of learning content,devote themselves to speech practice in real situations,adhere to task-driven experiential learning in design activities,and pay attention to performance evaluation in the learning process.Students should have a correct attitude towards learning and actively participate in practice.In order to achieve better teaching results,schools should also create a harmonious and open campus environment and flexible assessment of teachers’ teaching in a variety of ways.