Investigation And Analysis Of The Teaching Status Of The "Activity And Inquiry" Unit In The Chinese Language Edited By The Sixth Middle School Of Yanji City

The "Ministry Edition" junior high school Chinese textbook was born in the context of core Chinese literacy.There are many innovations in the new textbook.The "Activity·Inquiry”unit is one of them.Eighth grade first semester has"News"unit,and the second volume has "Speech" unit.The ninth grade volume has"Modern Poetry"unit,and the second volume has "Drama" unit.The"Activity·Inquiry" unit organizes classroom content in the form of an activity task list,which is divided into three tasks.The basic model is:text reading-practical activities-trying to create,which is different from the comprehensive learning section and from General reading unit.As a new form of unit organization for Chinese textbooks in junior high schools,the"Activity·Inquiry" unit has brought new challenges to teachers and students in both teaching methods and learning methods.Facing this brand-new unit organization form,how teachers effectively carry out teaching has become an urgent problem to be solved.Under such a background,this paper will investigate the teaching status of the Chinese language“Activity·Inquiry”unit of The Sixth Middle School of Yanji City,and discover the problems in teaching through scientific research methods,and then put forward corresponding improvement suggestions.This article is divided into five chapters,the main contents are:The first part is the introduction,which mainly introduces the questions,research purpose and significance,research status and research methods.The second chapter elaborates the characteristics and significance of the junior middle school language "activity·inquiry" unit.The"Activity·Inquiry" unit is task-oriented and activity-based;the learning strategy is specific and the activity steps are operable;from a single article to a whole group,emphasizing unit integration;the task arrangement is simple and the activity design is flexible.The setting of the "Activity·Inquiry" unit is conducive to reflecting the characteristics of the learning content itself;it is conducive to the transformation of the role of the teacher;it is helpful for students to build a knowledge system.The third chapter is to formulate scientific and effective teacher questionnaires and student questionnaires based on the intention of setting up the "activity and inquiry" unit,from teachers'teaching attitudes,teaching objectives,teaching methods,teaching processes and teaching evaluation of the "Activity·Inquiry" unit and students' learning attitude,participation level and learning effect of the "Activity·Inquiry"unit.To investigate and analyze the teaching status of the "Activity·Inquiry"unit of Sixth Middle School of Yanji City.The fourth part is based on the survey results,pointing out the achievements and existing problems in the unit teaching of "Activity·Inquiry".The main achievements are:the importance of text reading strategies,the improvement of students'literacy skills,the enhancement of students' enthusiasm for independent learning,and the enhancement of students'awareness of cooperative learning;the main problems are:unreasonable design of learning task orientation,disconnection of unit tasks,The evaluation of practical activities is single,the ability of independent inquiry is insufficient,and the ability of autonomous migration is lacking.The fifth part puts forward optimization strategies for the problems existing in the unit teaching of "Activity·Inquiry" of The Sixth Middle School of Yanji City,including clarifying the design intent,optimizing the task orientation,attaching importance to the unit status,perfecting the task link,strengthening professional guidance,and improving the activity evaluation,Enhance the flexibility of activity design,cultivate the ability of cooperative exploration,pay attention to the operability of the activity,and cultivate the ability of migration and application.