A Study On The Teaching Of A Large Unit On Writing And Lyrical Prose In Senior

It is the most common type of prose and an important part of reading teaching in senior secondary school.Its inherent aesthetic qualities and humanistic values have incomparable advantages for students in terms of broadening their reading horizons,cultivating aesthetic qualities,expressing their individual thinking,improving their writing skills and perfecting their overall literacy.At present,the teaching of writing and lyrical prose in high school is mostly designed with "how the teacher teaches" as the centre of the teaching programme,making time efficient and facilitating students to master systematic scientific knowledge in a short period of time,focusing on the teacher’s domination and control;however,too much emphasis is placed on pre-determination,ignoring differences in learning and dynamic generation in the classroom,and there are problems such as insufficient cultivation of students’ autonomy and insufficient attention to expressive assessment.However,too much emphasis has been placed on preconceptions,ignoring differences in learning and the dynamics of the classroom,and there are problems such as insufficient cultivation of students’ autonomy and lack of attention to performance-based assessment.Therefore,it is imperative to explore new teaching models to call for a return to the essence of language teaching.The exploration of the large-unit teaching model provides a new opportunity for the teaching of writing lyrical prose in high school.The large unit teaching is based on core literacy,the concept of ’learning-centred’,the broad concepts of the subject as the core,structured tasks and activities,real learning situations,the restructuring of content and experience,and the reverse teaching design to maximise the integration of teaching and assessment through a variety of language practice activities.The higher-order teaching model is an effective way to implement core literacies,a necessary grasp to practise the teaching philosophy of the unified textbook,and a scaffold and platform to enhance teachers’ teaching pattern and achieve the goal of nurturing people.At the same time,the promulgation of the General High School Language Curriculum Standards(2017 Edition)and the unified implementation of the Ministry of Education’s high school language textbooks provide conditions for the practice of large-unit teaching in the daily classroom.On the one hand,it can break through the shackles and barriers of traditional single-part or time-based teaching,put into practice the idea of "holistic design and life-like practice",and promote changes in teaching methods.On the other hand,we can make full use of the strengths of the textbook to implement the core literacy concept advocated by the new curriculum,and guide students to develop their personalities and enhance their comprehensive abilities under the premise of in-depth learning.The impact of the large-unit teaching on the teaching of writing and lyric prose is not only limited to the change of the traditional teaching design model,but more importantly,the renewal of teaching philosophy.The aim is to change the traditional test-taking concept and the influence of knowledge fragmentation,so that the direction of exploration in studying the standards,interpreting the teaching materials,analysing the learning situation and grasping the proposition of the college entrance examination is multi-dimensional and comprehensive,no longer taking knowledge and skills training as the only indicators,but focusing on how to use multiple resources to design "learning-centred In the teaching of writing and lyrical prose,the students are able to use a variety of resources to design a "learning-centred" teaching programme and how to effectively implement the core literacy objectives.In teaching writing lyrical prose,teachers should consciously organise their teaching from the perspective of a larger unit.Firstly,it is important to clarify the different categories of teaching in the large units divided by the levels of the Ministry’s textbook units,the core literacy of the language subject,and the exploration of questions and themes.Secondly,based on the concept of integration of the "big" units,we grasp the concept of "interpreting the intentions of multiple parties and refining the big concepts of the subject-using the big concepts as a guide to identify the core tasks-and designing the tasks according to the realities of the subject.-The core design idea is to create realistic contexts based on the task design-and to implement expressive assessment based on the effects of the objectives.Finally,a large unit design is chosen based on a specific combination of unit texts or unit objectives,and a large unit specific teaching plan is explored.The thesis uses the ’big task’ unit design based on the division of units in the textbook by the Ministry of Education as an example to design a complete practical plan for teaching a large unit on writing and lyric prose.In addition,reflection on teaching is always a crucial part of teaching,and in the face of the high degree of integration,complexity,flexibility,innovation and comprehensiveness of large units,it is important to pay attention to the difficulties in integrating texts,the formalised design of tasks,the long teaching time span,the poor adaptability of students in the short term,and the constraints of external uncontrollable conditions,in order to seek new solutions in future teaching practice.The aim is to find new strategies for solving these problems in future teaching practice.