A Study On The Strategies Of Chinese Unit-based Holistic Teaching In Primary School

In the context of core literacy education,more attention is paid to the process of students' experience and acquisition of knowledge and skills.The core literacy of Chinese subject is the key ability,necessary character and value concept gradually formed by students through Chinese learning.Chinese Curriculum Standards for General Senior High Schools(2017 Edition)also makes clear: positive language practice activities and real language use situations are the key to students' formation of language discipline literacy in the learning process.However,due to the long-term teaching inertia and the arrangement of textbook contents,the linear arrangement of Chinese knowledge points,point-by-point training,intensive analysis of single text,and the phenomenon of shallow,fragmented and miscellaneous teaching in Chinese classroom make it difficult for students to truly achieve the discipline goal of actively experiencing construction and gradually generating the necessary ability and character.The core of unit-based holistic teaching is from scattered to related,from superficial to deep,from away from life needs to solve practical problems.The new Chinese textbooks in the autumn 2017 edition have been put into use throughout the country.The unit structure of the two-line organization of "Chinese elements" and "Humanities themes" strengthens the comprehensiveness and practicality of Chinese learning,taking into account all aspects of Chinese literacy.It provides the possibility to implement the unit-based holistic teaching of Chinese in elementary school.The unit-based holistic teaching that points to Chinese literacy is based on the edited version of the primary school Chinese textbook,which is an exploration of the Chinese teaching form in the era of literacy.Based on this,the main goal of this study is to construct a unit-based holistic teaching strategy for Chinese in primary schools,and to think about and discuss the following issues:1.What aspects of the new edition of primary school Chinese textbooks are more conducive to the development of unit-based holistic teaching? Do teachers understandthese changes?2.Can primary school Chinese teachers correctly understand,design and implement unit-based holistic teaching? That is,what is the current situation of elementary Chinese teachers carrying out unit-based holistic teaching?3.What are the obstacles and reasons for elementary school Chinese teachers in the unit-based holistic teaching process?4.How to effectively solve the dilemma faced by elementary school Chinese teachers in the process of carrying out unit-based holistic teaching?In view of the above doubts,the author combined structuralist teaching theory and instructional design principles with a structuralist analysis of the integrated Chinese textbooks in elementary editions,and analyzed the connotation,characteristics,value and implementation basis of unitary overall teaching from a theoretical level to construct the unit-based holistic teaching.The analytical framework lays a solid foundation for the formation of research tools.Based on the analysis of the basic meaning of Chinese unit-based holistic teaching in primary school,through consulting relevant literature,entering the classroom for real-time observation,listening to the opinions of experts and front line teachers,constantly revising and adjusting the research tools(questionnaires,interviews)of this study,and then selecting some teachers from both places as survey objects to collect data and interview data.Through analysis,the following conclusions are drawn:teachers have a high degree of recognition of the unit-based holistic teaching of unified teaching materials;the integrity of the unit-based holistic teaching design is good;some teachers have accumulated some valuable experience in the process of carrying out the unit-based holistic teaching.On the basis of in-depth analysis,the author found that primary school Chinese teachers also encountered some difficulties in the process of carrying out unit-based holistic teaching,mainly reflected in the following four aspects: most teachers did not carry out unit-based holistic teaching;some teachers have one-sided understanding of unit-based holistic teaching.There is arbitrariness in the design of unit-based holistic teaching.The implementation of unit-based holistic teaching is superficial.Through in-depth interviews with different teachers,this study found that teachers' own professional quality,professional affection,teaching ability,as well as the obscurity in the development of unit-based holistic teaching,the new challenges brought by theunified edition of new teaching materials,the fetters of tool values and other factors together led to the emergence of difficulties in the process of carrying out unit-based holistic teaching for primary school Chinese teachers.In order to solve the dilemma of the elementary Chinese teachers in the implementation of the unit-based holistic teaching process and improve the teacher unit's overall teaching ability,the author mainly puts forward four suggestions from the perspective of the design,implementation and evaluation of the elementary Chinese unit-based holistic teaching: overall care,Literacy-based,clear learning objectives and unit themes;overall architecture,logical connection,clear core tasks and learning activities: create a learning situation related to Chinese learning and real life,design learner-centered driving tasks,and effectively organize speech practice Learning activities;resource integration opens up a brand-new learning space;comprehensive evaluation,integrated through and consolidate the achievements of the acquisition.Finally,based on the strategy of taking the literacy unit of the primary edition Chinese textbook as an example,compile and analyze a complete unit-based holistic teaching case.