Research On The Optimization Of Large Unit Teaching Of Junior Middle School Chines

Large unit teaching is a task driven teaching model that relies on authentic learning situations,arranges and plans teaching content as a whole,and has the characteristics of being holistic,advanced,and situational.With the proposal of literacy based curriculum goals,the traditional Chinese language teaching model with knowledge memorization as the focus is difficult to match the literacy goals.How to adapt to the changes in talent cultivation requirements in the new era has become an urgent task for the reform of middle school Chinese language teaching.As an important product of the literacy target era,large unit teaching conforms to the essential attribute of the Chinese discipline,conforms to the transformation of the type of talents required by the era,can help Chinese teaching implement the core quality of the discipline,adapt to the new curriculum content organization form,and can also effectively solve the fragmentation problem existing in the current junior middle school Chinese teaching,thus improving the efficiency of Chinese teaching.It can be said that large unit teaching has become an important direction for the future reform of middle school Chinese language teaching.After investigation,it was found that a large number of researchers and frontline Chinese language teachers in junior high schools have gained a certain understanding of large unit teaching and have achieved many research results.However,there are still areas where the existing results are not satisfactory.For example,the unclear definition of the connotation of large units leads to a vague integration scope of teaching content;The level of teaching objectives is not clear and cannot indicate the direction of large unit learning for students;The learning situation floats on the surface and fails to really connect the students’ Chinese learning with real life;The decoupling of teaching evaluation makes it difficult to monitor the entire process of students’ learning in large units.The reason for this can be attributed to the lack of thorough understanding of Chinese language units by frontline teachers,the inertia of thinking that constrains teaching design ideas,the lack of students’ awareness of independent development,and the difficulty of teaching Chinese language units.In order to effectively improve the scientificity and operability of Chinese language teaching in junior high schools,this article explores the connotation of Chinese language unit teaching,elaborates on its characteristics and application value.Based on the real problems existing in frontline teaching,this article proposes five optimization paths for middle school Chinese language large unit teaching by combining specific teaching cases:firstly,accurately refining the core concepts of the large unit and constructing a knowledge framework;The second is to focus on the teaching objectives of large units in multiple dimensions and guide teaching design;The third is to reasonably integrate the teaching content of large units and expand the learning field;Fourthly,scientifically plan the teaching process of large units and promote deep learning;The fifth is to reverse design the teaching evaluation of large units and promote the improvement of literacy.Finally,combined with the above optimization path,this paper selects a typical case of large unit teaching design of junior high school Chinese,and makes a further optimization plan,hoping to help junior high school Chinese teachers understand the teaching ideas of large units more clearly,and truly play an important role of large unit teaching in junior high school students’ Chinese learning.