Research On Middle School Chinese Reverse Teaching Based On Classroom Homebooks

In the new century,curriculum reform and teaching have added the research and implementation of core literacy,and more and more educators have begun to reflect on traditional teaching models.They recognize that the teaching of a course is not only about teaching students knowledge,but also about involving students in the learning process and learning to think in learning activities.In the United States,Ub D(Understanding by Design,abbreviated as Ub D)has become a complete set of instructional design processes.The principles developed by American scholars Grant Wiggins and Jay Mc Tay advocate the consistency of learning objectives and teaching objectives,which can reflect the learning state of students in the classroom.This theory emphasizes that evaluation design precedes curriculum design and educational activities,with the aim of promoting meaningful learning for students by initiating clear learning goals,following the basic model of "determining expected outcomes-determining evaluation evidence-designing learning plans.".Understanding is the starting point and foothold of education,and the "Chinese Classroom Workbook" is an exercise written in accordance with the requirements of the new curriculum,in order to adapt to the new teaching situation,better implement Chinese teaching objectives,and cultivate students’ good language sense and listening,speaking,reading,and writing abilities.It runs through pre class,in class,and after class.If a teacher organically combines the task section of an exercise book with the basic model of reverse instructional design,and uses the exercise book to effectively connect knowledge within and outside the classroom during the teaching process,it can not only provide new teaching ideas for teachers in teaching,but also help students understand the text during the pre learning process,while consolidating the textbook knowledge,and effectively grasp the knowledge expansion of the unit and the text,Helping students expand their thinking in their learning and emphasizing meaningful learning.Therefore,this study integrates the module design of classroom homework books into the model of reverse instructional design,analyzes the feasibility of both and attempts to combine theory and practice,attempting to provide new ideas for new Chinese classroom teaching.The first chapter discusses and sorts out the concept of reverse instructional design.Firstly,it explains the theoretical basis of reverse instructional design.Secondly,the theoretical connotation and characteristics of reverse instructional design are analyzed and defined.Finally,compare reverse instructional design with traditional instructional design,and point out the advantages of reverse instructional design.The second chapter is a survey of the current situation of Chinese teaching design in classroom homework books.From the perspective of students,this article aims to understand the current situation of the use of classroom textbooks by junior high school Chinese teachers,introduces the preliminary situation of the questionnaire survey,and analyzes the survey results.The third chapter analyzes the early stage of the combination of classroom homework and reverse instructional design,analyzes and judges the necessity,feasibility,and practical conditions of the combination,paving the way for the organic combination of the two.The fourth chapter is about the author’s reverse design and teaching practice based on the reverse teaching process,using the Chinese classroom assignment book compiled by the Zhejiang Teaching and Research Office as the framework and evaluation,and taking "The Man Who Rebuilds Life" and Zheng Zhenduo’s "Cat" as examples.In the process of practice and research,the author investigated the application of classroom homework books in various grades through a questionnaire.At the same time,teaching control experiments were conducted in two parallel classes in Grade 7.A class implements a teaching model that combines Chinese classroom homework books with reverse instructional design,and uses homework books throughout pre class,during class,and after class.The other class uses a conventional instructional design for teaching,giving performance tasks,comparing the responses of the two classes in classroom teaching,and finally using the same exercises as the evaluation goal for assessment.Based on the data,it is concluded that this method is helpful for teachers to transform teaching ideas and reflect on teaching during the teaching process.It is also possible to use the topics in the classroom workbook as a framework to help students discover their own shortcomings in thinking,effectively saving homework time,and creating a good learning atmosphere and situation.Through questionnaires and experiments,the author believes that combining reverse instructional design with Chinese classroom homework can help optimize instructional design,and promote the integration of teaching,learning,and evaluation based on students’ learning habits and learning rules.Finally,the author makes a prospect for the combined instructional design in future educational practice.