One Version Of The Language Grade Eight (Below) The Third Unite Teaching Design

Under the background of new curriculum reform, Chinese teachingdesign is more and more cause the attention of people, because it is themiddle link of teaching theory and teaching practice, has a very importantrole.In the present practical Chinese teaching, however, is usually carriedout on a single text teaching design, lack of integrity awareness, and rarelyfrom the perspective of students, the classroom teaching quality and effect isnot satisfactory.This is not conducive to improving the students’ learningability and Chinese accomplishment.With the worsening of human ecological environment, ecologicalproblems become more and more get people’s attention, and thecorresponding ecological education has also been reflected in the highschool language teaching material.But in the teaching practice, ecologicaleducation has not been promoted to the height of the corresponding.Thispaper argues that the ecological content should be part of the Chineselanguage teaching, and be able to be reflected in the language teaching,because Chinese this course contains the rich knowledge of ecologicalliterature and ecological culture idea.Based on this, mining the ecologicalknowledge and ecological culture spirit in Chinese curriculum, guidestudents to understand the ecological knowledge and cultivate them to formthe correct values, that we should attach importance to and implemented.According to the above two conditions, this paper try to o ’clockeighth-grade book1&book2third unit teaching design as an example, aimsto overall integration unit breaks down purpose of teaching ideas, on the onehand, the accumulation of language knowledge, improve the quality oflearning, on the other hand, in the process of learning languageaccumulation language knowledge, ecological content, guides the student to set up the correct ecological values.To expand this thesis mainly from the following several parts: theintroduction of the paper expatiates the source, the current status of researchon related issues and research purpose and the train of thought.The first part:the unit teaching design thinking, based on curriculum standard and teachingmaterial and students, for different contents in different teaching methods,make the language knowledge combined with ecological content, enhancesthe student to a recognition of the importance of the harmoniousdevelopment of man and natural environment, so as to set up the correctecological values;The second part: the unit content analysis, through theintroduction to the contents in the content and subject matter, establish theteaching aim of this unit and the difficult point, clear unit theme;The thirdpart: teaching design unit breaks down purpose, specific aim to throughoutthe teaching contents, emphasis on some core problems reflect the logicalrelationship between the contents;The fourth part: the comprehensivelearning design, through the reasonable unit activities more popular scienceknowledge, guide the student close to nature, the scientific approach,enhancing ecological consciousness, exert their subjective initiative, able tophysically.The conclusion of the last part mainly discusses the expectedresults of unit design, teaching should pay attention to the issues andpossible problems and solutions for the problems.