Research On The Teaching Of Chinese Textbooks In Junior High Schools From The Perspective Of Large Units

As a carrier of cultural transmission,the importance of literary texts is obvious,but the current teaching of literary texts in junior high schools suffers from low interest of students in learning and single teaching methods of teachers.As an advanced teaching concept,large-unit teaching adopts a holistic teaching model and changes teachers’ teaching methods;integrates teaching contents with big concepts as the core;narrows the distance between language learning and social life by creating authentic learning situations;and guides students’ independent inquiry learning with unit tasks as the driving force.The author believes that large-unit teaching is valuable for improving the current situation of teaching literary languages.Therefore,this study applies the theory of large-unit teaching and conducts a study on the design of large-unit teaching by taking the classical Chinese of the unified edition of junior high school Chinese textbooks is taken as the research object.This paper is divided into five parts.The introductory part describes the origin of the study and the research ideas,and mainly summarizes and reviews the literature on large-unit teaching and junior high school literary teaching.The second part defines the concept of large-unit teaching,clarifies the theoretical basis,and analyzes the necessity of large-unit teaching applied to junior high school literary texts.The third part analyzes the literary selections in unified edition of junior high school Chinese classical Chinese to understand the current situation of literary selections and clarify the characteristics of the selections.The fourth part uses a questionnaire survey to understand the current situation of junior high school literary language teaching,find out the problems in literary language teaching and conduct an attribution analysis to provide a factual basis for the following.The fifth part elaborates the ideas of teaching design of middle school language textbooks in the context of large units from two aspects: macro teaching strategies and specific teaching design.