The teaching requirements and teaching regulations on how to grasp the learning task group are shared as follows:
As the only basic learning task group, language accumulation and sorting are included in the entire Chinese course content system. It has an important status and role. For example, when guiding students to complete word explanations in classical Chinese teaching, we focus on two learning tasks.
One is to guide students to "construct a word map": sort out and accumulate all the meanings of this word by checking the "Ancient Chinese Dictionary", and then independently identify its meaning in the context of this article.
One is to guide students to "skillfully compile word exercises": through classification, analysis, planning, and display of independent writing exercises, the classical Chinese phenomena learned in this article are sorted out and accumulated, both in the new era and in the new era. The old, bringing the new with the old. The purpose of accumulation and sorting is to inherit and carry forward the excellent tradition of Chinese education, guide students to develop a good sense of language in the accumulation, and understand linguistics in the sorting process.
The accumulation and sorting of language is the foundation of all Chinese learning and an important part of students' core competencies. I try to use two methods to teach.
The first is to conduct single-article teaching under the perspective of task groups, using single-article task-based teaching as a ladder, gradually trying and understanding the characteristics of learning this task group teaching, and providing design experience for teaching material content, which is suitable for Reading literacy classes.
The second is unit-wide teaching based on task groups. It is mainly suitable for concentrated literacy units, focusing on Chinese practice activities. It uses activities to build accumulation and sorting scaffolds to guide students to discover the characteristics of Chinese characters and word formation. , feel the cultural connotation of Chinese characters, connect inside and outside the classroom, and broaden the literacy field.
For example, the "I am a Little Gourmet" themed literacy course we developed is an overall unit teaching based on learning task groups. With the help of five progressive learning tasks, students are guided to explore the literacy rules of pictophonetic characters. , all members participated in the "sorting and exploration" activities throughout the entire process to appreciate the traditional food culture and improve core competencies.
In daily teaching, we will integrate this task group into the overall learning of large units. When fifth-grade students have certain independent literacy skills, we will put the learning of new words in the unit first and encourage "primary teachers" to use the classification, association and other methods they have learned to guide other students to read and write correctly.