Research On The Teaching Design Of The Large Unit Of Classical Chinese In Junior High Schoo

As a new integrated teaching method,large unit teaching is an important way to promote the implementation of core literacy.Classical Chinese is one of the important contents of juni or middle school Chinese teaching,which has an important position that cannot be ignored.A t present,some front-line teachers have the consciousness of applying large unit teaching to cl assical Chinese teaching,but the practice is difficult due to various reasons.Therefore,this stu dy tries to find the combination of large unit teaching and classical Chinese,construct the desi gn framework of classical Chinese large unit teaching,and put forward practical design strate gies.In the introduction part,the research background and significance,core concepts,research status and methods are clarified.The main body is divided into third chapters.The first chapter investigates the current situation of teaching design of large units of classical Chinese in junior high school,using a combination of questionnaire,interview and case analysis.There are five main problems in the investigation: first,some teachers teach classical Chinese in a single text;Second,some teachers do not understand the concept of large units deeply;Thirdly,some teachers lack the consciousness of large unit of classical Chinese;Fourthly,the effect of large classical Chinese unit of some teachers is poor;Fifth,some teachers lack a large unit of classical Chinese reflection.The second chapter is the cause analysis of the problems existing in the teaching design of large units of classical Chinese in junior high school.The formalization of teachers’ cognition of classical Chinese is mainly caused by the large content of classical Chinese,teachers’ lack of systematic understanding of classical Chinese,too much service for standard tests in teaching,and teachers’ lack of reading and interpreting books.The second reason is that some schools lack training for teachers,some teachers lack of self-study and lack of enthusiasm for large unit teaching,which leads to teachers’ lack of thorough understanding of large unit teaching.Third,teachers lack the ability to design large units of classical Chinese teaching,such as: the creation of a single situation,the situation is divorced from students’ life,poor integration of goals.The third chapter studies the teaching design strategy of classical Chinese large unit from five aspects: clear large unit,text integration,objective design,process design and evaluation design.One is to deepen teachers’ understanding of large unit teaching and stimulate teachers’ enthusiasm for teaching.The second is to construct the overall design strategy of classical Chinese large units.Third,the design strategy of teaching objectives is discussed with the big concept as the starting point.Fourth,it discusses the design strategy of teaching process from the perspective of teaching situation and task difficulty,and finally analyzes the design strategy of teaching evaluation from the perspective of performance evaluation and teaching reflection.