【作者】 许敏；

【导师】 郝丽琴；

【作者基本信息】 山西师范大学 ， 教育硕士（专业学位）， 2022， 硕士

【摘要】 《普通高中语文课程标准(2017年版2020年修订)》(下文均称“课标”)中凝练了“语文学科核心素养”,提出了十八个学习任务群,为课堂教学提供了重要依据。围绕“核心素养”以及学习任务群,统编教材的编写以“学习任务”为中心,在各个单元的后面设置了“单元学习任务”,注重用任务引领学生活动,以任务驱动学生学习,引导学生在真实情境中掌握和使用语言,在语文实践中提升核心素养。基于“整本书阅读与研讨”这一任务群,统编高中语文教材设计了“整本书阅读”,并以独立单元的形式分别安排在必修教材上册的第五单元和必修教材下册的第七单元。其中上册中专门设计了对费孝通先生《乡土中国》的“整本书阅读”。为了引导学生认真研读学术著作,紧扣课标提出了四个“学习任务”,以保证“整本书阅读”的开展与实施。因此,教师们在进行《乡土中国》整本书阅读教学时,对“学习任务”的具体使用情况,正是本研究所解决的主要问题。本研究主要运用案例研究法,以“学习任务”为切入点,研究语文教师在《乡土中国》整本书阅读的实际课堂中是否对这一单元的“学习任务”予以关切,是否使用了“学习任务”以及如何使用,进而得出研究的结果:第一,教师选择教材中学习任务一到三的频率较高;第二,自主设计下的“学习任务”呈现综合化特点;第三,教师注重综合运用学习活动,助力“学习任务”的完成。第四,教师重视对情境的创设,承载“学习任务”的落实;第五,教师关注对任务完成情况的分析,但测评形式呈现单一化。并针对上述结果,尝试提出了如下建议:首先,教师要重视整体规划“学习任务”,教学时合理对任务四的考察;其次,教师要关注整体建构情境,促进学科核心素养的发展;最后,教师应该加强多样化测评,重视“学习任务”完成情况。通过对上述研究结果进行深入探讨后,得出了以下三点结论:一是明确单元任务,基于各项任务特点,合理选择;二是巧用多种方式方法,基于任务的有效完成,整体规划;三是关注任务评价,基于对任务完成情况的检验,多样化测评。更多还原

【Abstract】 The Chinese Curriculum Standards of Ordinary High Schools(2017 edition 2020Revision)(hereinafter referred to as "curriculum standards")summarizes the "core literacy of Chinese discipline" and puts forward 18 learning task groups,which provides an important basis for classroom teaching.Around the "core accomplishment" and learning task group,compiled textbook writing to "learning task" as the center,in the back of each unit set the "unit learning task",pay attention to use task lead students activities,to task drive students learning,guide students to master in the real situation and use the language,improve the core literacy in Chinese practice.Based on the task group of "whole book reading and discussion",the "whole book reading" is designed for senior high school Chinese textbooks,which is arranged in the fifth unit and the seventh volume of the required textbook in the form of independent units.In the first book,Mr.Fei Xiaotong was specially designed for the "whole book reading".In order to guide students to study academic works carefully,four "learning tasks" are put forward closely related to the curriculum standard to ensure the development and implementation of "whole book reading".Therefore,the specific use of "learning tasks" by teachers in the whole book reading teaching of "Rural China" is the main problem solved by this institute.This study mainly uses the case study method to study the "learning task",whether the Chinese teachers consider the "learning task",use the "learning task" and how to obtain the research results: first,the teachers choose the learning task in the teaching materials;second,the "learning task" presents comprehensive characteristics;third,the teachers pay attention to the comprehensive use of learning activities to help complete the "learning task".Fourth,teachers attach importance to the creation of the situation and carry the development of "learning task";fifth,teachers pay attention to the analysis of the task completion,but the evaluation form is single.In view of the above results,the following suggestions are proposed: first,teachers should pay attention to the overall planning of "learning task",and make a reasonable investigation of task 4 during teaching;second,teachers should pay attention to the overall construction situation and promote the development of subject core literacy;finally,teachers should strengthen the diversified evaluation and pay attention to the completion of "learning task".After discussing the above research results,the following three conclusions are drawn: first,clarify the unit task and make reasonable selection based on the characteristics of various tasks;second,based on the effective completion and overall planning;third,pay attention to the task evaluation,based on the inspection of the task completion and diversified evaluation.更多还原