On The Situation And Optimization Strategy Of Situational Design Of Learning Tasks In Chinese High School

In the current field of Chinese education,context,task and activity have become more and more important in high school.The contextualized teaching models with typical tasks as the main clue has attracted the attention of many scholars and teachers.And this content has gradually become a hot topic in the field of Chinese teaching.Although many teachers add contextualized learning tasks in the classroom,but they still have a strange,random and rigid cognition of the concept and strategy of contextualized teaching,and are particularly confused about the contextualized design of learning tasks.Based on this,through questionnaire,interview and instructional design case analysis,this paper investigates the current situation of the contextualized design of learning tasks in high school,analyzes the existing problems and reasons in the contextualized design,and puts forward strategies.This paper is mainly divided into four parts:In the first part,on the premise of clear background and previous studies,this paper reviews the history and current situation of contextualized task design in high school Chinese teaching.On this basis,this paper will clarify the theoretical basis,design characteristics and design principles of situational design,and clarify the purpose and significance of the research.In the second part,this paper designs questionnaires and interviews for the situational design of high school Chinese learning tasks.Through the analysis of questionnaire and interview content,the existing problems in the current contextualized task design and the reasons for this situation are determined.These problems include teachers and students’ bias towards contextualized tasks,low efficiency in the use of contextualized learning tasks,and the lack of methods and evaluation standards in the design process.On this basis,through the analysis of several teaching cases,the author analyzes the types of contexts and six elements including integrity and authenticity in order to clarifies the existing problems.In the third part,this paper puts forward the optimization strategy of situational design of Chinese learning task in high school.The author puts forward optimization strategies from three aspects: instructional design,teaching and evaluation.In the course of teaching design,teachers should grasp the spirit of curriculum standard and strengthen the contextualized awareness.And close to students cognition,reasonable search prototype;Based on teaching objectives,pointing to learning tasks.In the course of teaching,teachers should pay attention to the classroom reality and be good at creating contexts.Flexible control of progress,focus on context coherence.In the evaluation,teachers should attach importance to the continuation of classroom context and strengthen the teaching content;Record classroom feedback,timely self-evaluation;Combined with test items,good at transfer and summary.In the fourth part,this paper will show the practical results of the contextualized design of learning tasks in high school Chinese classroom.This paper will clarify the weaknesses and advantages of each teaching link through teaching design,classroom record and after-class evaluation.In the teaching design stage,teachers should pay attention to the quality of elements and follow the design principles.In the teaching stage,teachers should always take students as the center and observe the classroom reality with the situation.In the evaluation stage,it is necessary to pay attention to the further improvement of teachers and students’ professional quality and core competence,and promote the advancement of thinking.