Research On The Overall Teaching Design Of Primary School Chinese Language Units From The Perspective Of Large Concepts

Faced with the transformation of the times and the continuous deepening of curriculum reform,effectively cultivating and enhancing core competencies in disciplines should become the universal value pursuit and important task of school education.The overall teaching of a unit surpasses the limitations of traditional classroom teaching in imparting scattered knowledge,and shows significant advantages in the reorganization and integration of teaching content.It is regarded as the only way to cultivate students’ core literacy.At the same time,the more flexible unit structure of the unified edition of primary school Chinese textbooks has also laid the foundation for overall unit teaching.However,in actual unit teaching design and classroom teaching,the practical effect is not ideal,and overall it presents the characteristics of "scattered","low",and "shallow".Therefore,this article attempts to explore the overall teaching design of primary school Chinese language units from the perspective of big concepts,providing theoretical support for implementing subject core literacy in classroom teaching,in order to find a foothold for the transformation of primary school Chinese language classroom teaching.Based on this,this study conducts an in-depth investigation of the current status of the overall teaching design of primary school Chinese language units,proposes a path for the overall teaching design of primary school Chinese language units around the big concept,and creates specific cases.The first part of the introduction mainly provides a preliminary introduction to the origin of the topic selection,the current research status at home and abroad,the research significance,the research ideas,research methods,and concept definition of the paper,as well as the basis and principles for the overall teaching design of the unit from the perspective of the big concept.The second part is the theoretical explanation of the big concept and teaching design,explaining the relationship between the big concept and the overall teaching design of the unit,the value of the big concept in the overall teaching design of the primary school Chinese unit,and the relevant theoretical basis,in order to preliminarily form a theoretical understanding,which serves as the basis for discussing the main content and overall concept of this study.The third part adopts methods such as interview,classroom observation,and case analysis to conduct comprehensive research.It explores the problems in the overall teaching design of primary school Chinese language units from five aspects: the diversity of classroom teaching forms,the systematization of objectives,the structure of content,the depth of the process,and the scientificity of evaluation,and analyzes the causes of the problems from five aspects.The fourth part takes the big concept as the core and guidance of the overall teaching design of primary school Chinese language units.Combining the elements of unit teaching design,it proposes a specific design path for primary school Chinese language unit teaching from the perspective of the big concept: refining the big concept of the unit-decomposing the big concept of the unit-designing single teaching objectives-planning evaluation systems-designing activity tasks.On the basis of the specific design path,the fifth part takes the first unit of the third grade first volume as an example to demonstrate the overall teaching design of the unit from the perspective of the big concept,presenting specific cases for frontline teachers to refer to.