An Inquiry Into Interdisciplinary Reading Teaching In High School Chinese

"Interdisciplinarity" emphasizes the deep intersection and high integration of disciplines,and with the promulgation of new curriculum standards for various disciplines in the compulsory education stage in 2022,it has become a hot spot for front-line teachers’ teaching reform.The Chinese Curriculum Standards for Compulsory Education(2022 Edition)explicitly regard "interdisciplinary learning" as an extended learning task group for language curriculum content,and the Chinese Curriculum Standards for General High Schools(2017 Edition and 2020 Revision)(hereinafter referred to as the "New Curriculum Standards")also emphasize "organizing interdisciplinary learning activities","guiding students to carry out interdisciplinary research",and "paying attention to life and interdisciplinary learning of secondary school language and language".Taking "interdisciplinary learning" as the starting point,this paper explores the implementation of interdisciplinary reading teaching of high school Chinese based on the high school and middle school sections,and takes the third unit of the compulsory second volume of the high school Chinese textbook as the research object.Based on the analysis of the differences in "interdisciplinary learning" at home and abroad,the requirements for the transformation of teaching methods under the background of "Internet +",and the transformation of the sub-subject mode under the new college entrance examination system,this paper identifies "interdisciplinary reading teaching of high school Chinese" as the main research question,clarifies the relevant core concepts,and sorts out a research context according to the development of "interdisciplinary reading teaching",and then concludes the research significance of this paper in theory and practice.First of all,on the basis of literature combing and practical observation,this paper interviews with college language education researchers,high-school front-line language teachers,teaching researchers and some high school students,and on the basis of a large number of teaching case analysis,three typical lessons are selected from Chongqing Jizhong School’s "Mountain Residence in Autumn","Plum Blossoms in Chinese Culture" from the Affiliated Middle School of Northeast Normal University,and "Fifteen Years of Wanli" from Jilin No.1 Middle School.The whole book analyzes the current implementation status of the mainstream curriculum of interdisciplinary reading teaching in high school Chinese from three dimensions.Combined with interview transcripts and lesson case analysis,this paper summarizes the enlightenment and possible shortcomings that can be brought to the front-line interdisciplinary reading teaching in the course examples.Secondly,through interviews,classroom observations,lesson case analysis and other research methods,the practical value of interdisciplinary reading teaching based on Chinese subjects in high school was discussed from five aspects: the implementation of curriculum standard concepts,the integration of subject curriculum resources,the reconstruction of students’ subject cognition,the transformation and reconstruction of subject knowledge,and the broadening of language learning methods.Finally,taking the third unit of the compulsory second volume of the unified compilation of high school Chinese textbooks as an example,the implementation strategy of interdisciplinary reading teaching in high school Chinese is explored from four aspects: the persistence of language and text position,the exploration of "cross-point",the deep integration of disciplines,and the organization of effective evaluation,in order to provide a reference implementation path for front-line teachers.