Research On The Teaching Design Of Junior Middle School Chinese Based On "interdisciplinary Learning Task Group

Chinese teaching should cultivate students’ ability to solve comprehensive problems in real situations,and point to the cultivation of students’ core qualities."Interdisciplinary learning" is one of the important ways to cultivate students’ core literacy.The Chinese course uses the course organization and presentation form of "interdisciplinary learning task group".The teaching design is based on life,Chinese practice activities as the main line,learning theme as the guide,and students’ tasks as the carrier,so as to improve students’ language application ability,help students establish interdisciplinary thinking,and enhance core literacy.Based on constructivism theory and combined with the concept of core literacy education,the research carried out on the relevant theories and instructional design of "interdisciplinary learning task group" in the fourth period of compulsory education,with literature research,observation,questionnaire survey and interview as the basic research methods.This study takes Chinese teachers and students in Z Experimental School,Chaoyang District,Beijing as the research objects,and investigates the teaching design status and implementation effect based on "interdisciplinary learning task group".The results of questionnaire survey and interview show that Chinese teachers in this school have changed from not consciously conducting "interdisciplinary" instructional design to consciously conducting "interdisciplinary" instructional design,and have initially implemented the concept of "interdisciplinary learning task group" in first-line teaching.The school has formed a team of professional teachers,according to the actual school to carry out a special"interdisciplinary" teaching design.However,some Chinese teachers’ability of interdisciplinary learning is weak,and there exist the concept of"interdisciplinary" cognitive bias,superficial "interdisciplinary" design phenomenon.Teachers’ interdisciplinary design ability is insufficient.In the specific design process,there are difficulties in determining the theme of learning tasks,integrating effective materials,designing task situations,task problems,task outcomes and learning evaluation.Students have a strong call for interdisciplinary learning and strong interest in learning,but their comprehensive ability and problem solving ability are weak,which requires teachers’ guidance.The Chinese teaching design based on "interdisciplinary learning task group" should follow the idea of setting up subject standard.Reform the way of education and promote independent cooperative learning;Strengthen curriculum integration and realize learning transfer;Adhere to the principles of problem orientation,solving real problems,collaborative education of disciplines,improving professional ability and so on.Combining the six elements of constructivism and the characteristics of interdisciplinary learning task group,the teaching design strategy should be formed.The task theme should be determined according to the integration theory,with the help of the new curriculum standard,teaching materials and the actual development of the school.Combined with the core quality,determine the design objectives;Integrate situational characteristics to form situational tasks;Active dialogue and consultation to demonstrate the results of diversification;Develop the evaluation scale,refine the evaluation criteria,constantly reflect on the design,and realize the collaborative education of disciplines.On the basis of research theory,the teaching case design demonstration and related design explanation are carried out with Unit 6 of the second volume of the Chinese textbook compiled by the Ministry of Seventh grade as the learning background.