A Task-driven Study Of Ancient Poetry And Prose Learning Tips For High School Chinese Textbook

The "Learning Hints" is a new part of the unified senior secondary language textbook,which provides guidance for teachers and help for students’ self-study.In the face of the difficulty of teaching ancient poetry,it serves the following three functions: stimulating students’ interest in learning;suggesting key learning points and difficulties;and providing learning methods and strategies.The task-driven theory allows students to acquire knowledge and skills in the teaching process of teacher-student interaction,and finally achieves the purpose of promoting students’ overall development and improving their core literacy.Therefore,the thesis takes the study of the "learning prompts" for ancient poetry in the unified high school language as its object,introduces the task-driven theory,studies its writing characteristics,the current situation and the suggestions for its use,explores the methods of integrating the "learning prompts" into the teaching of ancient poetry,enhances the students’ The thesis consists of three parts.The thesis consists of three parts.Part I: Introduction.This section explains the rationale for the selection of the topic,the significance of the study,the current status of the study and the research methodology.It defines the meaning of the study,defines the concepts of learning prompts and task-driven,and explains the connection between "learning prompts" and "task-driven".Part II: Text.Chapter 1: An ontological study of the unified high school ancient poetry study prompts,dealing with the constructs,features,writing characteristics and values of the ancient poetry study prompts.It starts from the surface structure of the ancient poetry learning prompts,explores the meaning and value of the setting of the section,and clarifies the intention of the editors.Chapter 2:A practical investigation of the study prompts in the unified high school,using questionnaires to understand the current status of their use and how teachers and students perceive and use the study prompts,providing a realistic basis for the theoretical implementation of the latter.Chapter 3: From the perspectives of both teachers and students,this chapter offers suggestions for the use of the task-driven theory of ancient poetry "learning prompts" to improve the quality of teachers’ and students’ learning of ancient poetry.Chapter 4: The author designs a lesson based on task-driven learning prompts for ancient poetry in the context of her teaching practice in secondary schools,and conducts a summary and reflection on her teaching to identify areas for improvement in the integration of theory and practice.Part III: Conclusion.Through the whole paper,we can find that the combination of ’learning prompts’ and task-driven teaching theory is a way of teaching ancient poetry that is in line with the development of language education and is worth trying.In general,compared to previous papers that only analysed the pure theory of ’learning prompts’,this thesis uses task-driven theory and takes the ’learning prompts’ after class in ancient poetry as a breakthrough,grasping the relationship between the two and promoting the teaching of ancient poetry together,providing a feasible approach for front-line teachers to practice a new teaching theory.