A Study On The Design Of Holistic Teaching Of High School Language Units In The Context Of Academic Core Literacy

With the promulgation of the 2017 edition of the general high school language curriculum standards,"subject core literacy" and "holistic unit teaching" have become the vane of general high school language education.However,at present,there are still a lot of uncertainties among front-line teachers about the design of holistic teaching units.Therefore,based on the current situation,this paper proposes strategies for holistic teaching design of high school language units with case examples in the context of subject core literacy.The focus of this paper is: first,what is the current situation of whole unit teaching in the context of disciplinary core literacy? Second,what strategies can be used to make the design of holistic teaching point to the cultivation of students’ literacy? Third,how to design holistic teaching and learning in high school language units based on the proposed strategies? In order to clarify these questions,this paper is divided into five parts:In the first part,we define "core literacy of language subjects" and "holistic teaching design of language units",and explain the theoretical basis of "Gestalt psychology" and "humanism".In the second part,the student questionnaire and teacher interviews show that front-line language teachers still lack the awareness of improving students’ literacy,and the overall teaching design of the unit needs to be improved in terms of teaching objectives,teaching contents,and teaching evaluation.The main reason for this is that teachers are not competent in designing the whole unit and are still confused about how to cultivate students’ core literacy through whole unit teaching.In the third part,it is pointed out that teachers should uphold the concepts of manifesting nurturing,reflecting science,and strengthening practice when designing teaching,and at the same time put forward relevant design requirements in terms of subjects,endpoints,processes,methods,conditions,and evaluation of teaching.In the fourth part,the teaching design strategies are proposed in the basic vein of "teaching objectives-teaching process-teaching evaluation".It is clarified that the teaching objectives should be expressed in standardized language based on clarifying the knowledge structure of the unit and analyzing the learning situation;the teaching process should be structured in a learning context,the scattered knowledge points in the unit should be compiled into a chain of questions,and finally the post-lesson homework should be set scientifically;in the teaching evaluation,multiple evaluation subjects should be introduced,the dimension of the evaluation content should be broadened,and the teaching evaluation methods should be enriched.In the fifth part,the four dimensions of teaching objectives,teaching process,teaching evaluation,and teaching reflection are used to design a case study of the first unit of the first compulsory edition of the unified high school language textbook,making the strategy presentation more concrete and visual,and providing front-line language teachers of the high school level with ideas for the overall teaching design of the unit.