Primary School Chinese Unit Under The Control Of Big Concept Job Design Study

Big concept is an important concept to promote the gradual deepening of basic education curriculum reform,and an important carrier to implement students ’subject core literacy,which has become a hot topic in the current education field.The big concept points to the essential content of the subject,upholds the overall orientation of education,attaches importance to the center of students,aims at making students become strong thinkers and problem solvers,and is an effective way to cure the intractable problems of shallow learning.Unit work is the companion of unit teaching and also carries the educational mission of comprehensive education.In recent years,the value of unit work has been highly valued by the educational circle,and people are actively exploring the path of high quality development of unit work.And the big concept with its own structure of the whole concept design,the process of inquiry understanding and dialogue interaction of situational advantages become the dominant idea of the choice.However,unit job design based on big concept is still in the preliminary exploration stage and there are still many problems to be solved.Such as shallow cognition of big concept theory,insufficient system planning,low acceptance degree,all need to be further explored and explored.In this paper,the primary school Chinese subject as the topic of entry point,carried out the research on the primary school Chinese unit homework design under the control of big concept,in order to provide inspiration and reference for front-line teachers to implement the core quality of students’ Chinese subject,change the concept of homework design,in-depth understanding and independent development of big concept unit homework.Based on the analysis of relevant researches on big concept,unit work and big concept unit work design at home and abroad,this study attempts to clarify the internal correlation between big concept and Chinese unit work in primary school,explore the performance characteristics of Chinese unit work design in primary school under the control of big concept and clarify its value implications.At the same time,through literature review and in-depth interviews with teachers,the current situation of primary school Chinese unit homework design under the control of big concepts was investigated to diagnose problems and analyze the root causes.Based on this,the theoretical framework of primary school Chinese unit homework design under the control of big concept is constructed,and the case development and practice analysis are carried out,so as to put forward targeted strategic suggestions to support the deep development of primary school Chinese big concept unit homework.This study mainly consists of the following seven parts:The first part is the introduction,which introduces the reason for the topic selection,reviews the existing research status from the three aspects of big concept,unit operation and big concept unit operation design,explains the theoretical basis supporting this research,clarifies the research purpose and significance,clarifies the research ideas and methods,and points out the innovation points of the research,so as to serve as the basis and direction of the subsequent research.The second part is the internal mechanism of primary school Chinese unit assignment design under the control of big concept,aiming to demonstrate the explorability and value of this research.This part mainly defines the concepts of big concept,unit work and big concept unit work design,deeply analyzes the internal correlation between big concept and primary school Chinese unit work from three dimensions of "integration value","organic carrier" and "path guidance",explores the performance characteristics of primary school Chinese unit work design under the control of big concept,and then clarifies the research value.That is to promote the development of students’ Chinese core quality,lead the ecological reform of Chinese homework design,promote the development of unit teaching practice,and enhance teachers’ professional development ability.The third part is the problem and attribution of primary school Chinese unit assignment design under the overall concept.In this part,through in-depth interviews with Chinese teachers in first-line primary schools,problems existing in the homework design of Chinese units in large-concept primary schools are diagnosed as follows: superficial understanding and cognitive conflict at the cognitive level,systematic deficiencies and stagnation at the superficial level at the practical level,low sense of identity at the attitude level and lack of action.In-depth analysis of its root causes reveals that it is closely related to the prevalence of knowledge-based values,the lack of teaching and research activities of big concepts,and the lack of teachers’ homework design ability,which provides an important basis for the construction of the subsequent theoretical framework.The fourth part is the theoretical framework of primary school Chinese unit assignment design under the overall concept.This part is based on concept-based instructional design mode and reverse design mode,and based on the principle of integration,situational principle,structural principle and balance principle,designs the operation path of primary school Chinese unit operation design under the domination of big concept,namely,the core: analysis of unit content,condensing unit concept;Target setting: deconstruct key concepts and construct unit target system;Set a task;Design expressive tasks based on multi-dimensional understanding;Evaluation: estimate learning performance,develop evaluation gauge;Definite activity: construct the working situation,design the working activity;Definite understanding:recall the big concept,carry out the learning reflection.The fifth part is the case development and practice of primary school Chinese unit under the control of big concept.Based on the previous operation path,this part selects the content of the seventh unit of Chinese in the fifth grade of primary school for case development and analysis,and gives feedback and analyzes the practical effects from the observation of the operation practice process,the interview of teachers’ operation guidance and the questionnaire survey of students,so as to clarify the urgent problems to be solved in the operation practice and provide thinking for future researchers and teachers.The sixth part is the supporting strategy of the primary school Chinese unit homework design under the control of the big concept.Based on the results of in-depth interviews and feedback information of case practice,it deepens the cognition of large-concept assignment design from the thought first.Practice to improve the quality,promote the problem exploration and reflection inquiry;Evaluation guarantee,construction of continuous operation evaluation system;The corresponding supporting strategies are put forward from the dimensions of enhancing management efficiency and stimulating the motivation and vitality of homework design,so as to promote the high quality development and deep development of homework design of primary school Chinese unit under the control of big concept.The seventh part is the research conclusion and reflection.Summarize the research conclusions,clarify the research deficiencies,and look forward to the future research direction.