First of all, we should change our traditional ideas. Many teachers still insist on text, knowledge and behavior training in their daily teaching. It is still common in Chinese teaching to emphasize the systematization and coherence of knowledge and pursue the supremacy of knowledge and examination. The learning task group requires teachers to have integrated ideas and reorganize learning situations, contents, methods and resources. It's not that we don't want a single language text, knowledge and training, but that we should change its organizational form, and strive to turn superficial into profound, fragmentary into structure, cold into warmth, rigid into vivid, and a complete and rich language. So as to stimulate students' emotion and interest in learning their mother tongue and achieve the goal of developing core literacy.
Second, highlight students' dominant position and advocate active Chinese practice activities. The awakening and shaping of subjectivity is an instinctive thing in the process of students' spiritual growth. We should guide students to study independently, cooperate and explore, and let them read, feel and share. Without active learning, there will be no deep learning. In fact, teachers have long been aware of students' dominant position. But in today's society, we should pay more attention to it. Because at present, education all over the world is facing a problem, which is the network environment. In the information society, students have no trouble finding knowledge. If we face this generation of students and impose some conclusions on them like chanting scriptures every day, how can they like Chinese classes? Therefore, teachers should change from lecturers to organizers, and students should change from recipients to participants, so that the lecture hall can truly become a school. This is the positive China practice we want.
Thirdly, make use of rich Chinese materials, teaching resources and various means to mobilize students' positive experience in speech activities. The richness lies in different types and styles of texts: novels, essays, essays, ancient poems, scientific papers, academic monographs and so on. The new curriculum standard provides three kinds of situational reading: literary reading, speculative reading and practical reading. It emphasizes the reading situation of students, rather than the simple expression of text types, so any excellent and valuable works can be provided to students to enrich their reading. Abundance lies in different reading carriers, such as books, anthologies, newspapers, magazines, the Internet and so on. Reading methods can also be diversified, such as extensive reading, intensive reading, sketching and commenting, experience, exchange and discussion, etc. Enrichment also lies in various forms of practical activities: poetry recitation, debate contest, speech contest, textbook drama performance, mind map evaluation, tabloid writing, book review and film review, reading notes, messages, activity reports, press conferences and so on. Colorful practical activities are closely related to real life, which can stimulate students' interest and make them more actively participate in the study of task groups.
Fourth, we should break through the shackles of teaching materials. Under the premise that the Chinese textbooks in our province have not changed at present, how to break the original unit style, how to choose and how to reorganize is a great challenge for teachers. Although the old textbooks are still being used for the time being, this cannot be an excuse to stop. We should rely on existing textbooks, but we should not be slaves to them. We should creatively and selectively introduce teaching contents and resources, consciously develop new courses and boldly carry out thematic teaching. Moreover, personal strength is limited, and a teacher in a teaching and research group can give full play to his strengths, integrate his advantages, work as a team and enjoy the results. Every learning task group we try to design is the crystallization of high-level and high-quality collective wisdom.