A Study On Teaching The Learning Task Group Of "Chinese Traditional Culture Classics Study" In High School Language

The source is long and the root is deep.In terms of cultural heritage,the value of the classics lies in their ability to carry the role of history.General Secretary Xi Jinping has repeatedly emphasized the importance of China’s excellent traditional culture,pointing out that the essence of Marxist thought should be connected with the essence of Chinese traditional culture.The rapid development of the times requires us to fully explore and apply the essence of the classics of traditional Chinese culture.Although the high school language curriculum standards have incorporated the "Study and Research on the Classics of Excellent Chinese Traditional Culture" into the eighteen learning task groups,its implementation in front-line teaching is still at the stage of "crossing the river by feeling the stones",and many front-line language teachers are still unclear about how to incorporate it into the curriculum.However,its implementation in front-line teaching is still at the stage of "crossing the river",and many front-line language teachers are still unclear about how to incorporate it into their teaching,and remain in their "teaching comfort zone" when teaching classics,using old methods.Based on the above background,this dissertation uses literature analysis,interview method,questionnaire survey method and case study method to carry out the research from two aspects: sorting out the theoretical framework and analyzing teaching practice.First,in the theoretical framework,an overview of the learning task groups of "Chinese traditional culture classics" and "Chinese traditional culture classics study" is presented in terms of connotation,characteristics and pedagogical basis.In addition,the scientific theoretical basis of the "Chinese traditional culture classics study" learning task group and the pedagogical value of the "Chinese traditional culture classics study" learning task group are explored in depth in Chapter 2.Secondly,in the analysis of teaching practices,the thesis analyzes the current teaching situation of the "Study of Chinese Traditional Culture Classics" learning task group by returning questionnaires and interviewing teachers in Chapter 3.The purpose of this analysis is to further investigate the problems encountered by teachers and students in the process of teaching practice by studying and investigating the current situation of the "Study of Chinese Traditional Culture and Classics" learning task group.Third,chapter four of this dissertation proposes strategies to solve the problems.On this basis,we try to establish appropriate teaching objectives based on practice;integrate and integrate,and design scientific and reasonable teaching contents;interact and communicate,and organize student-centered teaching activities;change the concept,and advocate the diversity and appropriateness of evaluation methods."The study task group teaching strategy is based on practice and student-centered,and further improves the study task group teaching practice of "Chinese traditional culture classics study".Finally,combining the teaching strategies proposed in Chapter 4 of the dissertation,the author selects two representative cases in and out of class for analysis in Chapter 5 to explore the teaching process of the "Study of Chinese Traditional Culture Classics" learning task group.