在语文学科的教学实践中，实用类文本在2003年的课程标准中首次被提及，在2017年的课标中被置于重要位置，是高中语文教学的一大重点。本研究的研究内容是高中语文实用类文本学习任务设计实践，通过调查问卷的数据，分析实用类文本的教学和学习现状，根据建构主义学习理论的相关论述，提出了高中实用类文本学习任务设计的理念和方法，最后依据高中实用类文本学习任务设计的理念和方法呈现了实用类文本学习任务设计的案例。论文主体分为三个部分：

首先，研究调查分析了实用类文本的教学和学习现状。数据分析发现，在实用类文本的教学和学习中，存在教学方法传统，理念落实不到位，评价方式单一，实用类文本教学地位低等问题。通过分析实用类文本教学和学习的现状，对问题进行拆解、分析、反思，有助于为后文的策略探讨提供指导，为一线教师的教学提供改进的思路。

其次，研究提出了高中实用类文本学习任务设计的理念和方法。研究在建构主义学习理论的指导基础上，结合实用类文本的教学现状，以课程标准为基础，参考考试大纲和相关的研究文献，明确实用类文本的教学目标和教学方法，渗透新课程改革理念，对实用类文本的学习任务设计进行了探索，明确了情境在学习任务设计中的重要地位，提出学习任务的设计应明晰实用类文本有异于论述类文本和文学类文本独特的教学价值，以任务为导向，以立德树人的总目标为纲，丰富评价方式，站在“培养怎样的人”的高度设计学习任务。

最后，研究结合前期的理念和方法，建构了高中语文实用类文本学习任务设计的案例。本研究整合了统编高中语文必修上册第二单元《喜看稻菽千重浪——记首届国家最高科技奖获得者袁隆平》《心有一团火，温暖众人心》《“探界者”钟扬》《以工匠精神雕琢时代品质》四篇课文，设计了“讲述身边的劳动故事，评选‘最美劳动者’”的学习任务。将这个学习任务设计在课堂中进行了实践，对学生集中展示、自我评价的总结课进行了课堂实录，并在课后进行了教学反思，针对设计中的优点与不足做了梳理。

In the teaching practice of Chinese subject, practical text was first mentioned in the curriculum standard in 2003, and was placed in an important position in the curriculum standard in 2017, which is a major focus of high school Chinese teaching. The research content of this study is the design practice of practical text learning tasks in high school Chinese. Through questionnaire data, the teaching and learning status of practical text is analyzed. Based on the relevant discussion of constructivism learning theory, the concept and method of designing practical text learning tasks in high school are put forward. Finally, based on the concept and method of practical text learning task design in high school, the paper presents a case of practical text learning task design. The main body of the thesis is divided into three parts:

Firstly, this paper investigates and analyzes the teaching and learning status of practical texts. Data analysis shows that there are some problems in the teaching and learning of practical texts, such as traditional teaching methods, inadequate implementation of concepts, unitary evaluation methods and low status of practical texts. By analyzing the current situation of practical text teaching and learning, this paper dissolves, analyzes and reflects on the problems, which is helpful to provide guidance for the discussion of the following strategies and provide ideas for the improvement of the teaching of front-line teachers.

Secondly, this paper puts forward the concept and method of task design for high school practical text learning. Based on the guidance of constructivism learning theory, combined with the teaching status quo of practical texts, based on curriculum standards, with reference to examination syllabus and related research literature, this study clarifies the teaching objectives and teaching methods of practical texts, penetrates new curriculum reform concepts, and explores the design of learning tasks of practical texts. This paper clarifies the important position of context in the design of learning tasks, and proposes that the design of learning tasks should clarify the unique teaching value of practical texts, which is different from discourse texts and literary texts. The design of learning tasks should be task-oriented, take the general goal of cultivating morality as the main line, enrich the evaluation methods, and stand on the height of "cultivating what kind of people".

Finally, combining the concepts and methods of the previous study, this paper constructs a case of task design of high school Chinese practical text learning. This study integrated the second unit of the first volume of compulsory high school Chinese, "Happy to see a thousand heavy waves of rice beans -- Remembering Yuan Longping, winner of the first National Top Science and Technology Award", "There is a fire in the heart, warm people's hearts", "The world Finder" Zhong Yang "and" Carving the quality of The Times with the spirit of artisans ", and designed the learning task of "telling the labor story around you and selecting the" most beautiful worker ". The design of this learning task was put into practice in class, and the summary lesson of students' concentrated presentation and self-evaluation was recorded in class. After class, the teaching reflection was carried out, and the advantages and disadvantages of the design were sorted out.