A Study On The Holistic Instructional Design Of Senior Chinese Units Based On Project-based Learning

Under the background of new curriculum,new teaching materials and new college entrance examinations,senior Chinese has ushered in major changes in teaching and learning methods,and teaching needs to think about how to shift from imparting knowledge to enhancing literacy.As the link connecting knowledge and literacy,the overall teaching of the unit clarifies the logical starting point for teaching and becomes an inevitable choice for the implementation of literacy.However,through questionnaire surveys,teacher interviews and case studies,it was found that there were some problems in the implementation of the overall teaching of senior Chinese units.The most essential feature of project-based learning is practice,the purpose of which is to create a real problem situation close to students’ reality,so that students can apply and understand the knowledge they have learned in practice,acquire key abilities and necessary qualities in the process of problem solving,and improve comprehensive literacy.This paper attempts to take project-based learning as the starting point,and use learning tasks to implement the specific requirements of the overall teaching of the unit through project-driven.Therefore,the projectbased learning theory is integrated into the overall teaching of senior Chinese units,and the overall teaching design of senior Chinese units based on project-based learning is carried out to solve the practical dilemma of overall unit teaching.By sorting out the writing style of the unified senior Chinese textbook,we summarize the features of integration,practice and contextualization of the textbook,and then clarify that the value of holistic unit teaching is to break the linear thinking and focus on core knowledge;to enhance teaching efficiency based on the unit as a whole;to cultivate core literacy and lead deep learning.On the basis of the survey,the problems of holistic teaching in senior Chinese units are sorted out,including:superficial understanding and deeper awareness;solidified teaching methods and formal implementation;unfocused objectives and lack of coherence in design;superficial real situations and low-level thinking processes;generalized learning activities and neglect of close reading of texts;and random learning assessment and lack of assessment evidence.The theoretical perspective of project-based learning is used to examine the dilemma of whole-unit teaching,and the advantages of projectbased learning are explored to propose the integration of project-based learning into whole-unit teaching.The value of project-based learning is that it is closely related to learning and thinking,oriented to practical education and refining higher-order thinking to update cognitive structure;the theoretical similarities and differences between the two,the effective connection with teaching materials and the rich vehicles in the context of blended learning provide a practical basis for the integration of project-based learning into whole-unit teaching.The basic steps of the overall teaching of the unit based on project-based learning are clarified around the elements of project-based learning: unit content interpretation,unit task design,unit project implementation and unit learning evaluation.On this basis,the design paths are discussed: reverse design of learning objectives to clarify the core knowledge of the unit;creation of real situations to identify driving questions;implementation of practical activities based on the unit content;application of cognitive strategies to integrate higher-order thinking;assessment of expected goals to demonstrate the project results.According to the proposed path,we try to design the overall teaching of the unit based on project-based learning by taking Unit 3 of the first compulsory book as an example.