High School Chinese Group Reading Based On Learning Task Group Strategy Research

In recent years,with the implementation of the " 2017 Edition of language Curriculum Criteria for Regular High School" and the successive use of the unified textbooks,many schools have vigorously promoted the research and practice of group reading teaching.However,due to the fact that many front-line language teachers’ concepts have not yet been changed and the theories related to group reading teaching have not been improved,the practice of group reading teaching has highlighted many problems that need to be solved,such as casualization,homogenization and fragmentation of group reading texts.The purpose of this thesis is to analyze the dialectical relationship between learning task groups and group reading teaching through literature research,and to propose teaching strategies for high school group reading in the context of learning task groups by combining the specific teaching practices of front-line teachers.This thesis has four main parts.Introduction: The thesis mainly compares the connotation and research status of learning task groups and group reading,examines group reading teaching from both research and practice aspects,and then clarifies the connotation and value of learning task groups and group reading.Chapter 1: The dialectical relationship between "learning task groups" and "group reading" is analyzed,and then the connotation and value of group reading as a teaching method are further explored.Chapter 2: Analyze the current situation of group reading teaching in high school,and then attribute it to the current situation.At present,there are problems such as arbitrary grouping,uniformity,fragmentation of text reading and greed for completeness in group reading teaching,and it is necessary to analyze the causes of these phenomena carefully and reasonably.Chapter 3: Combining the problems in group reading teaching with the connotation and requirements of learning task groups,and based on the unified textbook,the practical strategies of group reading teaching are discussed in five aspects: integration,context,topic,grouping and close reading of text,so as to provide corresponding references for front-line teachers.