On Large Unit Teaching In Junior High Chinese Teaching Based On Chinese Core Literacy

Since the 1990 s,the academic and educational communities have increasingly paid attention to the research on core literacy,and core literacy has gradually become the basis of education reform.In the field of education,the term “core literacy” first appeared in the book named “Chemistry Teacher Literacy in the Perspective of History” published in 1993.The year of 2018 saw the establishment and implementation of the Chinese Curriculum Standards for Ordinary Senior High Schools(2017 Edition),which has been developed according to the core literacy and further define the key elements of Chinese core literacy.All those affirmatively indicate that,in the coming round of curriculum reform,the teaching of Chinese as a subject should center on the cultivation of students’ Chinese core literacy.Ranked among the top-ten keywords of Chinese education in 2020,large unit teaching is currently drawing much attention from Chinese scholars.Large unit teaching based on Chinese core literacy is an inevitable requirement for Chinese discipline education to cultivate students’ core literacy and deepen curriculum reform.However,there are still many problems in the actual Chinese large unit teaching in junior high school.How to better implement the Chinese core literacy in the large unit teaching still needs us to explore and research.Therefore,starting from the problems in the teaching of Chinese large unit in junior high school,this paper explores the optimization strategy of Chinese large unit teaching by combining literature research,questionnaire survey and classroom teaching practice,as well as carries out teaching practice,hoping to contribute to the development of Chinese discipline teaching.The paper is divided into five parts.The first part is the introduction,which mainly introduces the research background,research significance,domestic research status of “Chinese core literacy”,“large unit teaching” and “large unit teaching based on Chinese core literacy”,and also introduces the research methods.The second part defines the related concepts of “Chinese core literacy” and “large unit teaching”,expounds the relevant theoretical basis of the research,and provides research support for the teaching of Chinese large unit in junior high school based on Chinese core literacy.In the third part,the author has selected the junior high school Chinese teachers and students from five schools to conduct a questionnaire survey on the current situation of Chinese unit teaching in junior high school.According to the results of the questionnaire,analysis,summary and conclusion about the current situation of Chinese unit teaching in junior high school have been made.It can be divided into five aspects: activity subject of large unit teaching is not clear,training objectives of large unit teaching is not clear,learning content integration of large unit teaching is not reasonable,the evaluation method of large unit teaching is too single and students are difficult to develop.The fourth part is the optimization strategies for the problems in the current Chinese large unit teaching.The first is to lead the topic and cultivate students’ language construction ability.The second is to clarify the goal and promote the development of students’ thinking depth.The third is to integrate the content and cultivate the students’ cultural cognition and understanding.The fourth is to create teaching scenes to enhance students’ experience and perception of aesthetics.The fifth is to optimize the teaching evaluation and promote the development of students.The fifth part,presents a sample design and teaching practice based on the above proposed optimization strategies.And the sample,using the fifth unit of the Chinese book(the Ministry of Education Edition for the first half of grade eight),has its focus on the thematic representation of “the mark of civilization”.