A Study On The Teaching Design Of Activity-Investigation Units In Junior High Schools Under The Concept Of Deep Learning

In the context of the language curriculum’s call for a change in learning styles,the Unified Edition language textbooks have set up an innovative activity-inquiry unit.The activity-inquiry unit,with its task-oriented,activity-based and inquiry-centered features,has forced language teachers to change their teaching styles.Language teaching has long been influenced by the single-part teaching approach and is accustomed to focusing on reading teaching,which has led the activity-inquiry unit to the misconception that the activity-inquiry process is superficial and makes it difficult to give full play to its unit value.The activity-inquiry unit under the concept of deep learning refers to the practical process of developing the core literacy of language subjects in authentic,cognitive language use situations,in which teachers create a series of challenging learning tasks and students engage in independent,cooperative,and inquiry learning activities,through such learning behaviors as combing and inquiry,expression and communication,and reading and appreciation.This study adopts the research methods of questionnaire and interview,and finds that there are problems in the instructional design of activity inquiry unit under the concept of deep learning: poor understanding of problem situations,equating teaching tasks with learning tasks,confusing ideas in the design of inquiry-based activities,inappropriate design of learning assessment,and judging the value of learning outcomes based on experience.The reasons for this were found to be the teachers’ unclear intention of setting up the activity-inquiry units in the textbooks,the lack of core themes leading the units,and the difficulty of designing the units.In addition,according to the analysis of the problems and reasons in the instructional design of activity-inquiry unit under the concept of deep learning,specific design strategies are proposed: the strategy of designing the core theme of the unit from the learning content,curriculum standards and learning situation;the strategy of understanding the problem situation,the strategy of creating the problem situation based on learning situation,the strategy of designing a series of situations and the strategy of widening the situation material;the strategy of designing the challenging task with the help of the In the design of challenging tasks,the strategies of grasping the focus of task design by students’ potential,decomposing the difficulty of tasks by task chains,and completing tasks by personal experience are proposed;in the design of inquiry learning activities,the strategies of learning community,learning scaffolding,and monitoring the operation of activities are proposed;in the design of learning outcomes and evaluation,the strategies of judging learning outcomes and monitoring the process of generating learning outcomes by continuous assessment are proposed.Finally,the basic ideas of instructional design of activity-inquiry unit are clarified,and an activity-inquiry unit of poetry is used as an example to try out the deep learning instructional design of the activity-inquiry unit.