Study Of "Traditional Chinese Revolutionary Works" In Senior Secondary Languages Study On The Teaching Of Learning Task Groups

With the promulgation of the General Senior Secondary Language Curriculum Standards(2017 Edition Revised 2020)and the advancement of the new curriculum reform,’learning task groups’ have become a hot topic of discussion and are being applied in teaching practice.At the same time,the trial and promotion of the unified senior secondary language textbooks also provide a reference for the development and implementation of the learning task groups,especially for the selective compulsory textbooks which provide a rich foundation for the implementation of "study".Among them,the "Study of Traditional Works of the Chinese Revolution" learning task group has received attention in senior secondary language education and teaching for its unique attributes,which are both theoretical exploration and practical application.This study uses literature analysis,classroom observation,questionnaires and case interviews to focus on the task group of "Study of Traditional Chinese Revolutionary Works" and to explore the value of teaching this task group from three dimensions: cultural level,literacy perspective and emotional experience.From a "cultural perspective",this task group can pass on the red gene and permeate revolutionary culture education,integrating the revolutionary history and enriching the connotation of the works,as well as strengthening the revolutionary spirit and understanding the deep cultural connotation.In terms of "emotional experience",this task group can cultivate emotions,shape correct values,cultivate aesthetic temperament and promote emotional sublimation,as well as cultivate necessary character and firm ideal beliefs.At the same time,it focuses on the actual situation and evaluation of the teaching of the "Study of Traditional Chinese Revolutionary Works" learning task group in senior secondary languages,and is good at identifying the progress of current practice,focusing on in-depth research on teaching dilemmas,clarifying the current teaching situation and analysing the causes.On the basis of clear value positioning and teaching status,this study focuses on the implementation path of the learning task group of "Study of Chinese Revolutionary Traditional Works" in response to the above problems and progress,focusing on both the task group itself and the interrelationship between the horizontal and vertical aspects,and striving to integrate the elements of task,activity,context,content,method,resources and evaluation,including "integrating teaching contents and constructing a large unit lesson type".This includes "integrating teaching content and constructing large unit lessons",studying core works,focusing on individual readings,expanding learning resources,promoting group reading,positioning the language and promoting interdisciplinary integration;"creating authentic contexts and carrying out practical language activities".To create authentic contexts and carry out practical activities in language,we need to point to disciplinary contexts,enrich the integration of reading and writing,integrate personal experiences,improve expression and communication,immerse in social life and participate in contemporary culture;to build on optional compulsory studies and realise the linkage of task groups,we need to promote the internal linkage of the "three cultures "Focus on the internalisation process and promote consistency in teaching and evaluation ",to achieve goal-oriented assessment as learning,to use the classroom as the main channel of process assessment,to select multiple perspectives and to use a variety of approaches.The aim of this study is to discover the progress and challenges of the learning task group based on a mixture of quantitative and qualitative research,and then to provide effective suggestions and practical transformation paths for the teaching and learning of the "Study of Chinese Revolutionary Traditional Works" learning task group.