The Research On The Teaching Of Chinese Large Unit In Middle School From The Perspective Of Subject Core Literacy

In April 2022,the Ministry of Education promulgated the " Compulsory Education Chinese Curriculum Standards " document,which for the first time clarified the connotation of Chinese core literacy in the compulsory education stage.However,due to the fact that the document has just been issued,Chinese scholars ’ research on the core literacy of the Chinese subject is not deep enough.At present,there are few achievements in the research of Chinese large unit teaching in junior high school,so junior high school teachers encounter many obstacles in the process of carrying out large unit teaching.Most of the relevant studies abroad take core literacy as the theme and break away from the category of Chinese subject.Therefore,the research on the large unit teaching of junior middle school Chinese from the perspective of subject core literacy still has a long way to go.Therefore,based on the background of the introduction of the new curriculum standard in the compulsory education stage and the call of the state for the core literacy of students ’ disciplines,this study extensively searched and sorted out the existing literature,and determined the topic of this study : the teaching research of junior middle school Chinese large unit from the perspective of discipline core literacy.Based on the results of literature review,the researchers determined the core issue of this study : the current situation of junior high school Chinese large unit teaching from the perspective of subject core literacy.In order to study the core issues,the researchers conducted questionnaires and interviews with front-line teachers.After the completion of the survey,this study uses SPSS and NVivo to analyze the questionnaire data and interview results.The analysis of the results of the questionnaire is : teachers ’ basic cognition of large unit teaching,the selection of daily lesson preparation mode for front-line teachers,teachers ’ cognition of large unit teaching steps,the help brought by large unit teaching to teachers and students,the reasons and obstacles for teachers to carry out / not carry out large unit teaching,and teachers ’ implementation of the core literacy of Chinese subject.Based on the analysis results of questionnaires and interviews,this study combs the current situation of large unit teaching of front-line teachers from four aspects : teaching cognition,teaching design,teaching implementation and teaching evaluation.The results are as follows : Teaching cognition level : perfect theoretical cognition,less practical experience and occasion;teaching design level : integration ability is doubtful,it is difficult to construct the theme and goal;teaching implementation level : teachers ’ work is busy,students ’ interest in learning is low;teaching evaluation level : the evaluation method is conservative,ignoring culture and aesthetic literacy.Then,this study from the teacher level : lack of professional training and system guidance;student level : weak high-level and holistic thinking ability;at the institutional level : the complicated arrangement of non-teaching tasks and the enrollment system of score-only theory,and the causes of the problems sorted out above are analyzed.Based on the main research findings,the researchers put forward the large unit teaching strategy from the perspective of the core literacy of Chinese subject from the five aspects of pre-preparation,teaching objectives,content,learning tasks and activities,and evaluation methods : first,pre-preparation,curriculum standards,teaching materials and learning.Secondly,based on the core literacy content,establish the overall teaching objectives of the unit;third,select the teaching content and lead the text reconstruction with the situation;fourth,based on the unit knowledge structure,create learning tasks and activities;fifth,based on the core literacy content,construct a unified evaluation method with teaching.Then,based on the strategies proposed in the previous article,this study designs a large unit teaching case of the second unit of the unified edition of the Chinese textbook for junior high school grade 8.Finally,in order to verify the feasibility of this teaching case and the effectiveness of cultivating students ’ core literacy,the researcher put the case into practice with the help of the internship instructor,and combined with the instructor ’s listening record and the student ’s interview data to reflect.According to the reflection results,the strategies and cases proposed in the previous paper for the current situation of large unit teaching have good feasibility and effectiveness in cultivating students ’ core literacy.Based on this,the researchers hope that the strategies and design cases proposed in this study can be used as a reference for front-line teachers to carry out large unit teaching.