Research On Unit Teaching As A Whole From A Large Concept Perspective

The Chinese Curriculum Standards for Compulsory Education(2022 Edition)proposes that Chinese teaching in the compulsory education stage should be based on the development of students’ core literacy,Yao should give full play to the educational function of the Chinese curriculum,and cultivate students’ high-level ability and cognitive ability to solve complex problems in real situations.Some scholars also pointed out that students should learn to think and solve problems with "expert thinking".It can be seen that the independent single text teaching can no longer meet the existing teaching requirements.Then comes the highly structured unit design,which contains the awareness of big units and big concepts and can accurately navigate the teaching.Such teaching mode can help students build systematic cognition,improve students’ core literacy,and test whether students can transfer and apply what they have learned.This survey will be conducted by combining literature research and questionnaire survey,and combining with the actual teaching situation.First of all,by searching the relevant literature on unit holistic teaching,we can see that the big concept or concept is the pivot of unit holistic teaching.Therefore,this study starts from the two key words "big concept" and "unit overall teaching",defines these two concepts,and finds that the big concept is the core,and its generality is very high.The abstract nature of the big concept is conducive to students’ learning of knowledge transfer and application.The whole teaching process of the unit is also closely linked to a core,and needs to have certain life value.It can be seen that the characteristics of the big concept and the overall unit teaching are consistent.It is necessary to take the big concept as the core in the overall unit teaching,and only in this way can we speed up the quality-oriented classroom transformation.Secondly,investigate the current teaching situation of the front-line teachers,understand the teachers’ understanding of the big concept and the implementation of the overall teaching of the unit,from which we can find that there are certain problems in the extraction of the big concept,and there are certain confusion about the overall teaching mode of the unit.After investigating and analyzing the students’ learning situation,it can be concluded that students still cannot understand the systematic nature of Chinese learning and what they have learned cannot be applied to real life.Based on the research,this study combed the big concept and the unit overall teaching theory,and established the unit overall teaching model based on the big concept-determining the big concept,decomposing the big concept,activating the big concept,evaluating the big concept,etc.This study takes the fifth unit of the first volume of the ninth grade in the textbook for junior high school as an example,and carries out in-depth overall unit learning on the basis of the text content and in combination with the actual situation.Compared with the previous traditional teaching,it has achieved better results.Chinese teaching should not only be the fragmentation and fragmentation of knowledge.The learning of Chinese knowledge has its certain value in life.Chinese teaching should give full play to the role of Chinese learning in life.The overall unit teaching based on the big concept promotes the change of learning mode,is a student-centered practice process,and also makes the transfer of knowledge possible.It makes students feel the relevance and necessity of the relationship between Chinese learning and themselves,and also stimulates students’ interest in learning.The overall unit teaching based on the big concept not only exercises the students’ key ability of the discipline,but also improves their core quality of the discipline.It can be seen that it is very necessary to carry out the unit integrated teaching based on the big concept.