The Design Optimization Study Of Large Unit Instruction In Junior Middle School Chinese Based On Big Ideas

As the coming of information age,the need for talents has been changed.With the consideration of above,various nations have established their own national core literacy frameworks,and China’s reform of basic education has also undergone a process of transformation from the dual foundation of "basic knowledge and basic skills" to the three-dimensional objectives of "knowledge and skills,process and methods,emotions,attitudes,and values," and finally to "core literacy".A single text is taught as the primary form in the traditional junior high school Chinese classroom for a very long time.The purpose of developing abilities in the new era is at odds with the inculcation of such fragmented knowledge points,which has somewhat separated the connection between different knowledge as well as the connection of knowledge and life.The development of core Chinese literacy can be seen in the large teaching units based on big ideas that forgo the tedious and fragmented learning of language points.Instead,it captures the focus and emphasis,allowing fragmented knowledge to create organic connections and the course materials become structured.This allows students to transfer and apply what they have learned new and authentic situations.In order to offer some fresh ideas for the implementation of middle school Chinese language teaching and core literacy development,we take the perspective of big ideas as our starting point in this paper,combine the questionnaire survey method with the classroom teaching practice method,and explore the optimization of teaching design of big units in junior high school Chinese based on big ideas.The first section of this essay,titled "Introduction," covers the history of the study,its significance,the research methodology,and status quo of study on "subject big ideas," "Chinese core literacy," and "big unit instruction" both domestically and internationally.The second section provides theoretical support for the optimization of large unit teaching design in junior middle Chinese based on big ideas by defining the core concepts involved in the thesis on the basis of a compendium of the current state of research and elaborating on the relevant theories.In order to lay the groundwork for the next part,which proposes a route for optimizing the design of large Chinese units.In the third section,a questionnaire is used to elucidate the current status and legacy of effective use of the Big Unit idea in teaching Chinese at the intermediate level.Part IV proposes an optimization path for the current problems in teaching large units of Chinese,and explains them in detail.These are integrating the content of large units learning,refining the concepts of big ideas,clarifying the objectives of large units learning,developing large units of assessment schemes and designing relevant activities,respectively.The fifth part is based on the optimization pathway,using a unit of textbook(second book of seventh grade middle school,the Education Ministry vision)as an example to carry out and reflect on the practice of teaching large units of junior high school Chinese based on big ideas.