Research Of Instructional Design Of The Classical Chinese In Unified Edition High School Language Textbook Based On Backward Design

As China’s basic education curriculum reform enters a new phase,the development of a core literacy system for secondary school students enters the limelight.Building and improving the core literacy system requires the teaching and learning process to put the core literacy objectives into practice,and requires assessment methods and evaluation criteria to be adapted to the teaching and learning.Literary texts are important for developing students’ core literacy,and Backward Design is an excellent tool that can enhance the efficiency of teaching literary texts.This paper therefore examines the teaching of high school literary texts based on Backward Design and is divided into five main sections.In the first part,important concepts mentioned in the theory of Backward Design such as Backward Design,sides of understanding,big ideas and expressive tasks are explained.In the second part,teacher and student questionnaires were developed for the teaching of literary texts,and the data were analyzed to draw the following conclusions:students are generally aware of the importance of learning literary texts,but their sense of achievement is low;students are currently receiving a single mode of teaching and learning and there is a lack of assessment;and most teachers think that it is worthwhile to experiment with the application of Backward Design to the teaching of literary texts.In the third part,the key points of implementation for using Backward Design for teaching and learning in literary languages are presented in relation to our curriculum standards and teaching objectives,including scientificization of expected goals,diversification of assessment evidence,authenticity of learning tasks,universalization of assessment measures and unification of teaching and learning sessions.It is found that Backward Design has the significance of driving independent learning,enhancing learning experiences,guiding improved teaching and learning,promoting knowledge construction and enhancing thinking skills when applied to the teaching of literary languages.In the fourth part,based on the above analysis and research,a teaching design on the theme of "Complementarity of Confucianism and Taoism" was developed for the Compulsory(Lower)version of the Unified Edition of the senior secondary language textbook,"Zi Lu,Zeng Xi,Ran You and Gong Xi Hua Sitting in Attendance","The Affair of Qi Huan and Jin Wen" and "The Butcher and the Bull";and a teaching design on the theme of "Only True Feelings Move the Heart" was developed for the Selective Compulsory(Lower)version of "Chen Qing Biao" and "Xiang Ji Xuan Zhi".In the fifth part,according to the implementation effect of the Backward Design applied to the teaching of literary languages and the results of interviews with students and teachers,it can be learned that the teaching of literary languages based on the Backward Design has the advantages of clear objectives,timely evaluation and interesting classroom;at the same time,the problems of difficult practical operation,difficult setting of evaluation indicators and time-consuming implementation of students’ evaluation cannot be ignored.With the above results as a reference and the specific case as a basis,the following suggestions are made for the application of Backward Design to high school literary language teaching: change the concept of literary language teaching design and innovate the teaching design model;use Backward Design on the basis of proficiency in the curriculum standards;adjust and improve the teaching design according to the learning situation when practicing,and do not copy it.Based on the Backward Design,we try to propose ideas for improving the efficiency of teaching literary languages and make teaching suggestions in order to provide some reference for the design and implementation of teaching literary languages in high schools.