Learn to think and guide.

Listening to Xue Fagen's lecture based on "Literacy-oriented Chinese learning task design under the background of double reduction" made my classroom teaching and learning task design more clear.

Professor Cui Yunkuo said: The core literacy is to be able to do things, the "key ability" is to be able to do things, the "essential character" is to like to do the right thing, and the "values" are to persist in doing the right thing. The process of "getting things done" with Chinese is the process of the formation and development of Chinese literacy.

If I understand these theories, the design of three learning tasks in Ximen Bao Zhi Ye not only shows me the teacher's ability to study and master the textbook, but also refreshes my understanding of learning task design. The completion of the three learning tasks has enabled students to learn to use language and characters, and at the same time have a profound understanding of the text content, which is the result of students' in-depth thinking. The design of finger learning task group not only highlights the integrity of the text, but also takes into account the gradient of thinking, which effectively improves students' Chinese literacy in the process of completing school tasks.

The training of combining theory with learning task design course not only made me clear the height of theory, but also understood the theoretical basis of learning task design. Then let me clarify the sense of direction of classroom teaching and have a preliminary understanding of the design of learning tasks.

First, change the existing thinking and grasp the characteristics of new textbooks.

The use of unified teaching materials, the implementation of double reduction policy and the design of reasonable learning tasks have posed greater challenges to us. We must learn theory, be familiar with the requirements of Chinese curriculum standards, the nature and connotation of Chinese curriculum, the arrangement characteristics of unified textbooks and the new requirements of double reduction policy, so as to grasp the accurate direction of classroom teaching. The design of learning task list must change the original thinking mode, which is no longer a simple test question, but an open, comprehensive and continuous learning task that can arouse students' deep thinking.

Second, based on core literacy, let the learning task really happen.

Chinese learning task is a kind of literacy-oriented Chinese practice, that is, using language and characters in real situations. Here, let's first review four aspects of Chinese core literacy: the construction and application of language, the development and promotion of thinking, the appreciation and creation of aesthetics, and the inheritance and understanding of culture. Chinese core literacy is the theoretical basis and ultimate goal of learning plan design.

The construction and application of language is the most basic core literacy. How to reflect students' use of language in the study task list is actually a great challenge for me. This requires me to constantly study the teaching materials, take the unit language elements as the main line, find out the specific language expression characteristics of each class, and then design an effective learning task list. For me, I still need to study, study and internalize this point at present.

Third, pay attention to the characteristics of special units and return to the essence of Chinese teaching.

Several cases of learning task design provided to us in teacher Xue's training show us the essence of effective learning task design from different aspects. These four points inspired me. As a high-level Chinese teacher, should we also consider the special unit arrangement of teaching materials when designing the task list? For example, the novel unit in the first volume of the sixth grade, the character unit of Lu Xun, the comprehensive activity unit in the second volume of the sixth grade, and the reading strategy unit and exercise unit throughout the third to sixth grades. The design of these unit learning tasks should also be the focus of my future teaching.

Tao Xingzhi said: "Life and education are one thing, not two things." Indeed, Chinese originates from life, is applied to life, and develops and perfects in life. So, finally, I want to say that the design of Chinese learning tasks should pay attention to the connection with life, highlight students' practical activities, understand life in Chinese and learn Chinese in life.