| The purpose of large unit teaching is to cultivate students’ subject core literacy.By integrating unit texts and carrying out specific tasks in real situations,it can help students to better build a knowledge system and develop various abilities.Large unit teaching has become the key path to the core accomplishment of the subject,and many scholars and teachers are constantly exploring in theory and practice.Argumentative thesis has always been a difficult point in junior high school teaching.The unified compilation of this junior high school Chinese textbook sets a separate argumentative thesis unit,which is also conducive to the development of large unit teaching.However,in the current practical teaching process of argumentative thesis,teachers still generally adopt the teaching method of single thesis,often separate the articles within the unit,and fail to give full play to the advantages of using the unified textbook to implement argumentative thesis unit teaching.Therefore,the research object of this paper is determined as "unified compilation of Chinese argumentative large unit teaching design in junior high school",trying to provide new ideas for the argumentative large unit teaching in junior high school.This paper mainly uses literature research method,text analysis method and investigation research method.Through literature research method,literature related to argumentative teaching,large unit teaching and Chinese teaching design is collected,and the existing research is sorted and integrated to lay a theoretical foundation for this research.Through text analysis,this paper deeply interprets and analyzes the Chinese Curriculum Standards for Compulsory Education(2022 Edition)and the unified Chinese textbooks for junior high schools,providing a basis for the teaching design of Chinese argumentative essays in junior high schools.The survey was carried out in the form of a questionnaire survey.The objects of the survey were32 Chinese teachers and 310 students in Grade 3 of a junior middle school in a city of Sichuan Province.Through the distribution of questionnaires and the collation and analysis of the data,the problems existing in the current discussion on culture,education and learning of junior middle school could be better clarified,which is conducive to the proposal of the teaching design strategy of the large unit of Chinese argumentation thesis in junior middle school.It is found that argumentation teaching in junior middle school is mainly based on teaching methods.Teaching content,do not pay attention to integration;In the way of evaluation,teacher evaluation is the main problem.In view of the current problems in argumentative teaching,the author has carried on the cause analysis,and on this basis combined with relevant text research materials,formulate the principles,strategies and steps of the unified compilation of this junior high school Chinese argumentative teaching large unit design.Teachers combine the unit content integration strategy,situation creation realistic strategy,learning task hierarchy strategy and evaluation method diversification strategy of large unit teaching design of argumentative thesis in junior middle school,follow the principles and steps of large unit teaching design,carry out large unit teaching of argumentative thesis can effectively improve the teaching efficiency of argumentative thesis.Let the students’ Chinese subject core quality get better development and promotion.Argumentative large unit teaching can promote Chinese teaching towards a more scientific and efficient direction,so it is very necessary to put it into practice in the classroom. |
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