Research On The Teaching Of The New Practice Unit Of Chinese Textbooks For Senior High School

The unified textbook of senior high school(hereinafter referred to as the unified textbook)contains four Chinese comprehensive practical units,namely “cultural life in hometown” and “word accumulation and word interpretation” in the first compulsory volume,the “Chinese life in the information age” in the second compulsory volume,and the “power of logic” in the first selective compulsory volume.These new practical units have significant breakthroughs and innovations in perspectives of learning objectives,situations,contents and methods.The specific performance is as follows:most of the learning contexts are real life situations,and the learning objectives are closely related to the developmental requirements of the time and thus the students’ Chinese practical ability is strengthened;the learning contents and resources mainly come from real life and related literature,and the learning methods are more novel,e.g.practical activities,investigation and literature review.First of all,this paper analyzes the origin,connotation and other theoretical concepts of comprehensive practical activity course to have a overview of the development and evolution of comprehensive practical activity and the related definitions.Combining the unified textbook as well as the Chinese curriculum standards for senior high schools(2017 Edition),the author makes comparisons of the teaching materials with textbooks of Jiangsu version from the perspectives of curriculum standard,compiling form,activity guidance and activity resources,and analyzes the innovation embodiment of the comprehensive Chinese practical activity unit in the unified textbook.Secondly,for the reason that the unified textbook has just been put into full use in the autumn semester of 2020,the front-line teachers’ teaching of comprehensive practical activity unit is still in the initial exploration stage,and they have innovative thinking in dealing with the teaching designs of comprehensive practical activity unit.This paper will analyze the front-line teachers’ teaching designs of three unified comprehensive practical activity units in aspects of topic selection,overall unit design,learning materials,practical activities and assessment to evaluate the effects.Finally,taking “Chinese life in the information age” as an example,this paper carries out unit teaching design explorations to reflect on the unit teaching of Chinese comprehensive practical activities.Three dimensions which provides teaching design approaches to promote the implementation of Chinese comprehensive practical activities in senior high schools can be seen as follows: in regard of specific strategies,we should follow the nature of the discipline and master the cross media core literacy of Chinese;in terms of real contexts,we should choose the real situations and tasks;we should also establish cross-border connection and carry out integrated Chinese comprehensive practical activities.