Author(s)

Qiao Fang, Yang Lin, Qiao Yanna

Corresponding Author

Qiao Fang

Abstract

As a new concept for organizing and presenting Chinese language teaching content, “learning task groups” has received continuous attention from the academic community since the 2017 New Curriculum Standard was first proposed, and fruitful research results have been achieved. This paper adopts a combination of quantitative analysis and qualitative research to conduct in-depth research on the literature related to Chinese language learning task groups in primary and secondary schools in the China National Knowledge Infrastructure database from 2017 to 2024, in order to unveil the research status and achievements in this field and predict future research trends. With the Citespace visualization research tool, this study identified two theoretical research hotspots through quantitative analysis, which are “research on curriculum goals of learning task groups” and “research on the connotation of learning task groups”. Four practical research hotspots in the field of learning task groups, “curriculum construction research”, “textbook units integrated teaching”, “teaching design research”, and “reading and writing integrated teaching research” were pinpoint as well. Through in-depth study of specific literature, it can be seen that scholars have mainly focused on the theoretical exploration of the connotation characteristics, curriculum construction, and teaching design of learning task groups. However, the research on the overall construction of learning task group teaching and the theoretical summary of the application of learning task groups in Chinese language classroom teaching are insufficient. Based on the philosophy of implementing new concepts in new textbooks, subsequent research needs to further promote the development of textbooks and pedagogization under the concept of learning task groups, enhance the balanced research on various learning task groups, and on the integration of individual text teaching and unit teaching from the perspective of learning task groups.

Keywords

Chinese language teaching in primary and secondary schools; Learning task groups; Visual analysis; Research hotspots; Research Frontiers