Research On Task Group Teaching Of "Literary Reading And Creative Expression" In Junior Middle School Based On Situational Learning

The Chinese Curriculum Standards for Compulsory Education(2022 Edition)advocates the development of students’ core Chinese literacy in the context of "real and meaningful" Chinese practice activities.This paper takes "literary reading and creative expression" learning task group as an example to demonstrate the situational design ideas of the two teachers.We use literature research,classroom observation,case interview and other research methods to explore from three levels.In terms of teaching value,situational learning is conducive to the comprehensive development of students’ core Chinese literacy,helps teachers and students to design multidimensional writing knowledge system and character models,and handles well the connection between literary reading,oral communication and written writing.From the perspective of subject content,situation learning promotes the structuring of writing teaching content with its characteristics of continuity,sequence and integration,connects key concepts with themes and facts,and closely links situation creation with the improvement of logical thinking.At the implementation path level,the two teachers have some common characteristics and some differences in their attention to the integrity,integration and effectiveness of situational learning.From the perspective of implementation effect,we believe that teachers need to carry out practical exploration with the four key concepts of "outstanding characteristics","detailed description","screening events" and "conveying emotions" as clues,integrate the six elements of Chinese learning task groups,improve the proportion of effective knowledge input and output,and create an open and active atmosphere for literary reading and writing.At the level of practical reflection,we believe that teachers should take into account all elements of situational learning,realize high-channel transfer based on key concepts,and highlight the creative practice process of literary reading and writing.To correct the ineffective impact of false situations,provide refined,easy to understand and useful situational learning resources,and guide more students from the learning edge to the learning center.In addition,teachers should constantly enrich their own cognition of literary reading and writing,so as to provide a solid knowledge foundation for context creation.On the basis of previous explorations,this study re-examines the differences and causes of situational learning between the state of being and the state of being,hoping to take "literary reading and creative expression" learning task group as an example to explore the universal law of situational construction in junior middle school Chinese.Written expression and oral communication are part of creative expression,which requires us to explore their universality and particularity,and constantly make new improvements and attempts.