Research On The Practicality Of The Reading And Communication Of Chinese Subject Teaching In Senior High Schools

Under the guidance of the new curriculum,domestic scholars and front-line teachers gradually pay attention to the "practical reading and communication" learning task group,and try to use task-driven teaching methods to explore the value of the text and carry out specific teaching practices.On the basis of careful study of the standards,exploration of the textbook and mastery of the text,teachers choose appropriate teaching methods according to their own teaching characteristics,students’ acceptability,subject lesson time arrangement and other subjective and objective factors,find the text or use the Internet media to integrate and extract the most valuable teaching resources,and drive the learning of multiple texts with a single text,integrating learning content,learning activities,learning situations,learning resources,learning methods and learning The six elements of learning content,learning activities,learning contexts,learning resources,learning methods and evaluation are integrated into the teaching and learning process.On the whole,the task group teaching of "practical reading and communication" in the task-driven perspective should be student-centered,activity-centered,and grasp the six learning elements to develop students’ core literacy and language learning ability.Based on the concept of task-driven teaching,this study uses literature research,questionnaires,case studies and post-class interviews to investigate the "Practical Reading and Communication" learning task group.The study found that the "Practical Reading and Communication" task group connects the humanistic and instrumental aspects,has the unique value of promoting students’ core literacy development,has the teaching orientation of cultivating students’ problem-solving ability,and can be connected with the "Informational Texts" section of the language entrance examination.It can dovetail with the "practical text" part of the language entrance examination and promote the transformation and application of students’ learning abilities.In terms of the current situation examination,the author designed questionnaires and interview transcripts from different dimensions based on Likert scales and semi-structured concepts,took two groups of teachers and students as interviewees,and used SPSS,Amos,Cite Space and other software to carry out the analysis of the current situation of task group teaching,from which problems were found and the causes of the problems of task group teaching were explored in depth.Based on the analysis of the current situation and the investigation of the causes,we summarize the specific teaching strategies of task groups in terms of the implementation path,firstly,we are familiar with the characteristics of textbook unit arrangement and grasp the learning focus of task groups;secondly,we use task-driven construction of a deep learning field from resources,tasks,activities and contexts to cultivate students’ higher-order thinking;finally,we summarize and improve specific teaching strategies to connect language teaching with life and practice the concept of integrating reading and writing.Finally,we summarize and improve specific teaching strategies,connect language teaching with life,practice the concept of integrating reading and writing,build a learning platform,rely on academic cases,pay attention to students’ process learning,and achieve consistency in teaching and evaluation.By analyzing the real value of task groups and examining the current application status,this paper explores the specific implementation path of task groups in order to provide a feasible basis for the dissemination of the concept and teaching application of task groups in high school learning.