Research About Large-Unit Instructional Design Strategies Of Chinese Subject In Senior High School Based On Backward Design Theory

In our country,the field of basic education teaching is facing new changes.The question about how to cultivate students’ core literacy has aroused extensive discussion of educators.In the background of advocating core literacy,the teaching concepts of Chinese teachers need to be changed.Therefore,"Large-Unit Teaching" has gradually entered the field of vision of educators.As front-line Chinese teachers,Why should they put the concept of large unit teaching into practice of classroom teaching? In specific teaching practice,how should teachers carry out large-unit teaching design? These questions need to be further questioned and explored.In order to answer these questions,this study firstly analyzes the reasons why Chinese-subject teaching in high school has to change from single-text instructional design to large-unit instructional design.And the value demands and characteristics of high-school Chinese large-unit instructional design.Secondly,combined with the specific high school Chinese unit teaching design case,this paper analyzes the main problems and causes of the current big-unit design plan.Finally,combined with the characteristics and steps of the backward design idea,the author propose that the ideas and steps of the backward design can be used for reference to optimize Chinese big-unit teaching design plan.Based on backward design,this research selects the unit whose theme is "Labor Glory",which is the second unit of the compulsory high school Chinese textbook of the unified edition as a case study.The case design has gone through three rounds of iterations: In the first two rounds of design,the author mainly tried to design and optimize the large unit teaching plan based on the backward design idea.After trying to optimize the large unit teaching design plan,the author apply the design scheme to the practice of high school Chinese classroom in third round of teaching action.And the author reflect on the effect of the design scheme through the teaching action process.Through continuous reflection and research on the three-round design process,This research summarizes the strategies of Chinese large-unit instructional design based on backward design theory from the following three dimensions.Firstly,from the perspective of designing large-unit learning objectives,teachers can read the unit introduction carefully to extract learning objective elements,condense big ideas to guide knowledge learning,and reconstruct teaching content to align with the unit learning goals.Secondly,to make a evaluation plan of the large-unit,teachers can broaden the evaluation horizon to build an overall evaluation framework,set up situational tasks to link the clues of teaching evaluation,and introduce evaluation tools to ensure the the evaluation process is effective.Finally,to plan learning activities of one large-unit,teachers should embed real-situation to link the process of learning activities and bring in opening activities to reserve the space for teaching generation.