Research On The Overall Teaching Of Ancient Vernacular Novels In Junior Middle School Based On The Big Concept

Core literacy is the soul of Chinese Curriculum Standards for Compulsory Education(2022edition),which reflects the transformation and transformation of Chinese curriculum from the era of knowledge to the era of literacy.Cultivating students’ core literacy has become the overall goal of Chinese curriculum.Ancient vernacular novels are an important part of traditional Chinese culture,which contain rich cultural deposits and are of great significance for cultivating students’ core qualities.The unified edition of the ancient vernacular novel unit of junior middle school is located in the sixth unit of the first volume of grade 9.It is also the only ancient vernacular novel unit in the unified edition of junior middle school Chinese textbooks,which is an important content of Chinese teaching.However,the teaching of ancient vernacular novels in junior high school has been mainly single teaching for a long time,with problems such as attaching importance to knowledge over ability and ignoring the correlation between unit selection,which to some extent is not conducive to the improvement of students’ Chinese literacy.This study takes the sixth unit of the first volume of Grade 9 as an example to explore the theoretical basis and design path of the overall teaching of the ancient vernacular novel unit in junior high school under the perspective of the general concept.This paper studies the overall teaching of ancient vernacular novels in junior high school based on the big concept,which is composed of introduction,four chapters of text and conclusion.Introduction part expounds the research origin and research object,and on the basis of access to relevant information,collect,organize and study the academic circle about the big concept,the language unit whole teaching,ancient vernacular novels,big concept and the theory of Chinese teaching,on the basis of the research status,illustrates the big concept based on junior high school ancient vernacular novel unit overall teaching research significance and research method.The first chapter is mainly elaborated from three aspects: the definition of core concepts,the overview of ancient vernacular novel unit in junior high school,and the overall teaching feasibility analysis of ancient vernacular novel unit in junior high school based on the big concept,so as to provide a theoretical basis for the research.The second chapter investigates the current situation of teaching and learning of ancient vernacular novels in junior high school.Through the sorting out and analysis of the investigation results of teachers and students,the main problems existing in the unit teaching of ancient vernacular novels in junior high schools are pointed out,and the causes of the problems are analyzed specifically.The third chapter puts forward the overall teaching design path of the junior middle school ancient vernacular novel unit based on the big concept.The design path extracts the big concept,integrates the content system of ancient vernacular novel unit;refines the big concept,constructs the teaching objectives of ancient vernacular novel unit;points to the big concept,optimizes the evaluation mechanism of ancient vernacular novel unit;reactivates the big concept and designs the learning activities of ancient vernacular novel unit.First of all,teachers should extract the big concept of ancient vernacular novel unit according to the three aspects of curriculum standard,textbook content and students’ learning situation.Secondly,the abstract big concepts are refined into concrete subconcepts,combined with the reverse teaching design theory,according to which the unit teaching objectives of ancient vernacular novels are constructed according to the subconcepts.Thirdly,the unit evaluation mechanism of ancient vernacular novels can be improved through the expressive evaluation task and the evaluation gauge,so that each evaluation finally points to the understanding and application of the big concept.Finally,transform the big concept into specific learning activities to activate the big concept,and guide students to gradually achieve the understanding and application of the big concept in the process of solving the activities.The fourth chapter is the teaching design of the ancient vernacular novel unit of junior high school based on the big concept,designing five progressive classes,and the junior high school based on the big concept.