Research On The Large Unit Teaching Of Classical Chinese In The Chinese Compulsory Textbook For Senior High School

Classical Chinese is an important component of China’s excellent traditional culture,and it is also a necessary carrier for inheriting and developing traditional culture.With such rich teaching value,the teaching situation of classical Chinese is not optimistic.As an effective teaching method,large unit teaching is in line with the current trend of Chinese teaching reform,can effectively improve students’ core literacy in the Chinese discipline,and promote the integration of their knowledge.Therefore,this study is based on the compilation of compulsory Chinese textbooks for senior high schools,combining the characteristics of classical Chinese and the advantages of large unit teaching,and aiming at the shortcomings existing in the current large unit teaching of classical Chinese in senior high schools,exploring its optimization strategies.The introduction first clarifies the concept of large unit teaching and summarizes the characteristics of large unit teaching mode.Then,by comparing large unit teaching with other traditional teaching modes,such as unit teaching and group text reading teaching,it is proposed that large unit teaching is not a complete negation of traditional teaching,but rather an inheritance and development of traditional unit teaching,and group text reading can be used as an effective means of large unit teaching.After analyzing the current research situation,it was found that the current educational community lacks exploration on how to use the large unit teaching model to solve the problems existing in traditional classical Chinese teaching.From both theoretical and practical perspectives,it is imperative to carry out the teaching of large units of classical Chinese literature.The first chapter analyzes and summarizes the layout characteristics of classical Chinese in the senior high school Chinese textbooks compiled by the Ministry of Education through the method of tabular statistics,and clarifies the compatibility of the comprehensive,task-based,and hierarchical selection of textbooks with the concept of large units.In Chapter 2,a questionnaire survey was conducted to investigate the current situation of teaching in the classical Chinese large unit classroom of A High School,which uses Chinese textbooks compiled by the Ministry of Education in Anhui Province.Based on statistical data,it can be found that teachers and students lack in-depth understanding of the concept of large unit teaching,the teaching goal is relatively utilitarian,the teaching form is traditional and unitary,and homework evaluation is one-sided in teaching.In order to solve the above problems,Chapters 3 to 6 focus on the theoretical and practical exploration of teaching design for the large unit of classical Chinese in senior high schools,standardize the design process,and implement design optimization from four aspects: teaching objectives,teaching tasks,teaching activities,and assignments and evaluations.Each chapter first establishes design principles in theory,then analyzes design content and provides design paths.Finally,through case studies and comparative analysis,it provides comparative cases of traditional instructional design and large unit instructional design,or large unit instructional design cases integrated according to different dimensions,clarifying the advantages of large unit design,and providing practical solutions.Finally,taking the first unit of the second volume of the compulsory textbook compiled by the Ministry as an example,a systematic and complete teaching design for large units is carried out,and the implementation results are summarized,with a view to providing researchers with further exploration and improvement in future teaching.