Research On The Design And Practice Of Reverse Teaching In Unit 6 Of Chinese Compulsory Course In High School

In recent years,with the emergence of the term "core literacy",unit teaching has once again been emphasized at the high school language level.However,in the current front-line teaching situation,there are still more difficulties and problems in unit teaching.Based on this,this paper will conduct a study on unit teaching in high school language based on the theory of reverse instructional design in order to provide teachers with some reference and reference in implementing unit teaching through the introduction of a new teaching model.In addition to the introduction and conclusion,the main part of the text consists of five chapters,which are mainly as follows.The first chapter mainly describes the theoretical basis of reverse instructional design,its basic features and basic framework from the theoretical part.On the basis of grasping the "what" of reverse instructional design,it compares and analyzes it with traditional instructional design.The four major differences between them are summarized: firstly,the procedure of instructional design is different,secondly,the design of instructional objectives is different,thirdly,the function of instructional evaluation is different,and fourthly,the viewpoint of selecting instructional contents is different.Chapter 2 begins with a questionnaire to study the current situation of unit teaching in high school language,and the problems presented by unit teaching are analyzed in terms of attribution from both teachers’ and students’ perspectives.Then,starting from the real-life problems,the feasibility and necessity of applying the theory of reverse instructional design to high school language units are focused on.Among them,there are three main feasibility points: 1.the new concept of language curriculum standards provides an opportunity for the application of reverse instructional design;2.the unified high school language teaching materials provide a platform for the application of reverse instructional design;3.the existing research results provide effective guidance for the application of reverse instructional design.The current situation of unit teaching needs to optimize the design concept,which is of practical significance to the effective implementation of core literacy,and the practical requirement to ensure the consistency of "teaching,learning and assessment".Based on the theoretical research in the previous chapters,the third chapter focuses on the reverse instructional design of the sixth unit of the compulsory senior high school language course.Based on the three-stage model of the reverse instructional design theory,it describes step by step how the design should be carried out at different stages,aiming to properly integrate the high school language units with the reverse instructional design theory.The fourth chapter conducts a practical study on the reverse teaching of high school language units,trying to apply the reverse teaching design to high school language classrooms and test its effectiveness through practice.The analysis of the effectiveness of the practice is based on the results of the cross-sectional class comparison,the longitudinal student comparison,and the interviews with teachers and students.Chapter 5 is a reflection and summary of the specific practice of reverse teaching in Unit 6 on the Compulsory Course,and provides front-line teachers with corresponding suggestions in light of the specific effects of the practice,so as to provide teachers with a feasible idea for reverse teaching in high school language units.