A Study On Teaching Large Units Of High School Chinese

The new curriculum concept calls for the transformation of Chinese teaching classrooms,expecting Chinese teaching to break through the narrow view of teaching and teaching materials and move towards integrated teaching with core literacy as the fundamental,in order to promote the transformation of students’ learning styles,return to the practical and comprehensive nature of Chinese learning,and give full play to the nurturing function of the Chinese curriculum.In this context,"large unit teaching" has entered the vision of Chinese education,and many scholars believe that it is an important pivot point to pivot the transformation of Chinese classrooms and one of the best paths to cultivate students’ core Chinese literacy.As a new teaching concept or teaching style,front-line teachers have actively researched and explored the theory and practice of "large unit teaching",and at the same time,many problems have arisen,such as divergent connotations and characteristics,confusing concepts and related vocabulary,and entanglement with other similar teaching methods.For the above reasons,this thesis attempts to sort out the history of High School Chinese large unit teaching research,summarize the main theoretical research results of Chinese large unit teaching,try to define Chinese large unit teaching on the basis of summarizing the connotation and characteristics,analyze the main types and important values of Chinese large unit teaching,clarify the similarities and differences between Chinese large unit teaching and other similar teaching methods,and help improve the theoretical framework of Chinese large unit teaching.I went to different high schools at the municipal and county levels,interviewed teachers about the current situation of large units of Chinese teaching in high school,and analyzed and concluded that there are three main problems in the current implementation of large units of Chinese teaching: teachers’ teaching concepts are deeply shackled by traditional teaching;large units of teaching itself is difficult to implement,and there is a disconnect between teaching,learning and examination of Chinese subjects.On the basis of the interview survey,the author combines the new requirements of the Chinese curriculum reform in the new era and the new characteristics of students’ learning to propose specific optimization strategies for better teaching practice of large units of High School Chinese.First,educators should actively change their teaching concepts,focus on improving their professionalism,and respond positively to the new curriculum reform.Second,the author combines the theory of reverse design and proposes the design ideas of using subject core concepts to lead the design of large units of instruction,using basic questions to guide learning goals,developing expressive tasks,embedding assessment gauges to determine assessment evidence,and creating contextual tasks.In addition,in terms of learning assessment,strategies are proposed to focus on students’ learning process,identify multiple assessment subjects,select diverse assessment methods,and provide valid assessment feedback.Finally,according to the proposed optimization ideas,the author takes the first unit of the first compulsory High School Chinese book as an example to carry out the design and practice of large units of instruction.With "youth" as the main line and "them" as the secondary lines,the author connects the learning tasks of the whole unit,designs a series of complete learning activities,and carries out teaching practice.At the same time,the author shares some thoughts on the current "fever" of large units of Chinese teaching.This paper can help teachers have a clearer perception of large units of Chinese teaching and provide guidance for teachers to carry out large units of High School Chinese teaching practice,thus promoting the transformation of High Hchool Chinese classroom teaching.