Research On The Teaching Strategy Of The Large Unit Of High School Chinese Novel

The cultivation of core competencies in disciplines is not only a practical demand for talent cultivation in the current social context,but also one of the important goals to be achieved in curriculum teaching.The curriculum standard emphasizes "taking core literacy as the foundation and promoting the deep reform of Chinese curriculum." Compared with the "three-dimensional goal",the four aspects of the core literacy of the Chinese subject are a whole,reflecting a transformation of the teaching goal,which inspired us to make positive reflection and practice in teaching and explore a teaching form more suitable for cultivating the core literacy of the subject.Large unit teaching is a teaching concept that emerged within the logical framework of learning task groups.Due to the large amount of content and wide range involved in a learning task group,it is necessary to divide the learning task group into smaller groups in specific teaching,and large unit teaching can be seen as these small "groups".Large unit teaching regards the learning content of a unit as a whole,fully considering the systematic nature of the teaching content,and creating favorable conditions for the cultivation of core competencies.As one of the four major literary genres,novels have unique humanistic value and play an important educational role.Reading excellent novel works can enhance the quality of thinking,deepen thinking about society and life,enhance observation,criticism,and analysis abilities,and gain literary aesthetic experience.However,from the existing research results,there is more theoretical research on large unit teaching,relatively less practical research,and less research on large unit teaching of high school novels.Therefore,it is of practical significance to deeply understand the concept of large unit teaching and actively explore the practice of high school Chinese novel large unit teaching.Out of the pursuit of cultivating the core quality of the Chinese subject and the consideration of the value of novel unit teaching,this paper takes the sixth unit teaching of the second volume of the compulsory Chinese course of senior high school as the research object,summarizes the current situation of the unit teaching of senior high school Chinese novels from both theoretical and practical aspects,and puts forward teaching strategies on this basis.In terms of theory,by reviewing literature and summarizing existing research on large unit teaching,the research trends and some shortcomings of large unit teaching are summarized.In practice,through questionnaire surveys and teacher interviews,the current status of high school Chinese novel unit teaching is understood,and some problems in the current high school Chinese novel unit teaching are summarized: some teachers have certain deviations in their understanding of the teaching philosophy of large units;The situational nature of learning activities in novel teaching is relatively weak;The teaching objectives of the novel unit are not clear enough;The consistency of the novel unit "teaching learning evaluation" is insufficient.Based on the analysis of the current teaching situation,corresponding teaching strategies are proposed: firstly,establish the theme of the large unit and create the context of the large unit;The second is to refine the major concepts of novels and determine the goals of the major units;The third is the reverse evaluation of large units,which promotes the consistency of "teaching learning evaluation".Finally,this article provides research prospects for the teaching of high school Chinese novels in large units.