Reserch On Teaching Design Of Junior Middle School Chinese Unit Based On Big Concept

With the rapid development of information technology,the social demand for talents has also changed accordingly,that is,from the past knowledge and skills talents into the current comprehensive literacy talents.Therefore,countries carry out curriculum reform and deepen.Big concepts point to the meaning world behind specific knowledge,which is in the center of the discipline.The concepts,ideas and methods that can reflect the essential attributes of the discipline can contribute to the generation of students’ core literacy of the discipline.At present,China’s Chinese teaching is still based on single teaching,which exposes the problems such as fragmented and superficial knowledge learning,which to some extent hinders the construction of students’ knowledge structure system of Chinese discipline and is not conducive to the implementation of the core literacy of Chinese discipline.Under the guidance of the big concept,the teaching of junior middle school Chinese’s unit,starting from the whole unit and focusing on the construction of students’ Chinese knowledge structure system,is not only an effective way to implement the core quality of Chinese discipline,but also an inevitable requirement to highlight the value of Chinese discipline education.In view of this,this paper focuses on exploring the unit teaching design of junior middle school Chinese based on big concept,in order to enrich the theoretical basis of big concept and unit teaching,provide a new unit teaching design mode for front-line teachers.This study mainly thinks from five parts: The first part is the introduction,which mainly explains the reasons of the topic,focuses on the research status of big concepts and unit teaching design at home and abroad,introduces the relevant theoretical basis,and discusses the research design.The second part is the theoretical discussion,aiming to analyze the fit of the big concept and the middle school Chinese unit teaching,as well as the value of the middle school Chinese unit teaching design based on the big concept.The third part is the analysis of the current situation,aiming to examine the current situation of Chinese teaching design in junior middle school,and investigate the problems of Chinese teaching design in junior middle school and the causes of the problems through questionnaire survey.The fourth part is divided into framework construction,which aims to construct the teaching design framework of junior middle school Chinese language unit based on the big concept,which mainly includes four specific processes: First,refine the big concepts and establish the unit concept system;second,focus on the big concepts and determine the unit teaching objectives;third,construct the big concepts and create the unit learning activities;fourth,deepen the big concepts and implement the unit teaching evaluation.The fifth part is the case design,aiming to analyze the case of junior middle school Chinese unit teaching design based on the big concept.Taking the second unit of the first volume of the seventh grade of junior middle school Chinese textbooks as the case unit,the teaching design practice of junior middle school Chinese unit based on the big concept is carried out to provide reference teaching design cases for front-line teachers.