Research On The Overall Teaching Design Of The "Concept-based" Unit Of Senior High School Chinese

The importance of the overall teaching design of the high school Chinese unit is self-evident,but there are many problems in the front-line teaching.In particular,how to complete the unit learning tasks in the limited class hours and conduct high-quality deep learning?In recent years,the education circle has put forward to solve the practical dilemma of the overall unit teaching through the "big concept" teaching."Big concept" teaching is also known as "concept-based" teaching.Its core concept is to form a "big concept" by integrating many contents of the unit(such as knowledge,skills,etc.).The whole teaching of the unit is the "unit concept",from learning objectives to learning process to learning evaluation,always around the "unit concept".Many researchers have carried out the "concept-based" unit overall teaching practice in the high school Chinese teaching,and have also achieved a lot of results.However,there are still many problems that need to be clarified and improved in the overall teaching of the "concept-based" senior high school Chinese unit,both in theory and in practice.This study tries to explore the overall teaching design of "concept-based high school Chinese" unit through case study.This paper consists of four chapters,which are as follows:The first chapter "high school Chinese" concept "unit overall teaching design model" :this chapter focuses from the theory,theoretical interpretation and application of two aspects,longitudinal introduction of "concept" teaching design theory and the pursuit of understanding of the teaching design theory,to build high school language "concept" unit overall teaching design model to provide theoretical basis.Chapter 2 "‘ Big Concept 'learning objectives of High School Chinese Unit" : This chapter focuses on how to design the "big concept" learning objectives of high school Chinese unit.First,extract the unit "big concept" based on the curriculum standard and textbook analysis;then,determine the basic problems of the unit,and distinguish reading and expression to construct the "process structure";then,relying on the KUD target design mode,present the 3 D objectives of the unit.Chapter the third chapter "hierarchical Learning Process of High School Chinese Unit" :This chapter focuses on how to design the hierarchical learning process of high school Chinese unit.First,describe the goal-driven mode of conceptual understanding,using the GRASPS architecture for expressive tasks;then,decompose the total unit task into multiple subtasks,design specific learning activities according to the subtasks,and demonstrate the role of learning activities in understanding the "big concepts".Chapter the fourth chapter "The Index Learning Evaluation of High School Chinese Unit" : This chapter focuses on how to design the index learning evaluation of high school Chinese unit.First,distinguish the evaluation types,select the appropriate evaluation evidence according to the learning objectives,especially design the evaluation evidence of expressive tasks;then analyze the evaluation evidence into specific evaluation elements,and design quantitative evaluation indicators to evaluate the understanding of "big concept".