Research On The Teaching Of Junior High School Language Expository Texts

The promulgation of the Chinese Curriculum Standards for Compulsory Education(2022 Edition)marks that the teaching focus of compulsory education has changed from three-dimensional goals to core literacy,and the teaching has shown a trend of more emphasis on integration,situationality and task.As an important content of practical text learning in junior high school,expository text has the characteristics of rigorous,accurate,scientific and objective,and is of great significance to the cultivation of students’ rational thinking and scientific spirit.However,due to the relatively boring and boring content of expository texts,some articles are even abstract and difficult to understand,and teachers mainly pay attention to the learning of expository stylistic knowledge in the teaching of expository texts,students’ interest in learning expository texts is generally not high,and it is difficult to form a systematic expository knowledge system.Large-unit teaching is a teaching method that is guided by big concepts,centered on big tasks,constructs the learning process in real situations,and evaluates in a dynamic form,which can effectively improve the mechanical training of expository teaching and the fragmentation of knowledge explanation,provide new ideas for expository teaching,and provide a new path for the cultivation of students’ core literacy in Chinese subjects.Based on this,the paper is based on the Standards for the Language Curriculum of Compulsory Education(2022 Edition),combines the characteristics of the junior high school language textbook and the teaching status of the unified version,combines large-unit teaching with expository teaching,and designs and develops the large-unit teaching of expository text in junior high school from two aspects: theoretical research and practical exploration,aiming to break the limitations of single expository teaching,and improve the development of students’ core literacy in Chinese subjects by integrating resources,setting situational tasks,and carrying out dynamic evaluation.Teachers’ expository texts explore a more effective path.This thesis is divided into three parts: introduction,main text,and conclusion.The introductory part mainly includes the research origin and significance,and on the basis of reviewing relevant materials,the research status is sorted out and summarized,and the research methods of this paper are discussed.The first part of the main text includes an overview of relevant concepts,the characteristics of the preparation of expository textbooks,and the feasibility analysis of the teaching feasibility of the junior high school language expository text.The second part conducts surveys from both student and teacher perspectives,and classifies the results of student and teacher surveys The problems existing in the teaching of expository large units were obtained,and the causes were analyzed.The third part is to set the teaching objectives,teaching activities,and learning evaluation strategies of expository text unit teaching from the perspective of "big concept-big task-big progress".The fourth part takes the fifth unit of the eighth grade upper volume of the unified version as an example,carries out the teaching design of the expository large unit of five sections,reflects on the problems existing in the teaching of the expository large unit,and looks forward to the development prospect.The whole paper actively explores the implementation path of large-unit teaching around the "Unified Edition of Junior High School Language Expository Teaching",hoping to provide reference for the curriculum development of front-line teachers through the design of expository text.