Research On "Activity-Inquiry" Unit Teaching Of Chinese In Junior Middle School

The integrated edition of textbooks has been universally used throughout the country.The guiding ideology of this set of textbooks is more scientific.Its "two-line parallel" and "three-in-one" arrangement brings new vitality to the Chinese classroom.At the beginning of the design,the Activity-inquiry expectation to practice the new teaching,at the same time,it brought confusion to the front-line teachers about the teaching reform.How to comprehend the setting intention of "activity-inquiry" unit,better analyze and how to combine the teaching strategies,and find out the new path are the problems this paper is trying to explore.This study is based on the integrated edition of junior high school Chinese "activity-inquiry" unit,combining the theory of Chinese teaching with the actual classroom teaching,out task analysis,teaching design and teaching strategy research on the four "activity-inquiry" units.In this paper,five chapters are used to present the specific content.The first chapter is the overall overview of the "activity-inquiry" unit in the unified of junior middle school Chinese.Combining the theory of Chinese education and the "activity-inquiry" unit in textbooks,the functions and characteristics of the "activity-inquiry" junior middle school.The second chapter is empirical research.Formulating a scientific and effective teacher questionnaire and student questionnaire,this paper investigates the current teaching situation of "activity-inquiry" unit in schools in Hangzhou from three perspectives of understanding,using habits and suggestions,and analyses the problems and causes in the teaching of "activity-inquiry" unit.In the third chapter,the characteristics of "Task 1" reading content in "Activity-Inquiry" unit analyzed and summarized,and the teaching design strategies and teaching strategies of "Task 1" are put forward.According to the characteristics of systematization of reading learning,the author puts forward some specific teaching strategies,such as the implementation of group-text reading teaching,the of activity situations,and the construction of problem scaffolding,as well as the "seeking" situation in life,the "thinking" situation in problems,and the "understanding" situation in virtual reality.Chapter IV,guided by the activity requirements of "Task 2" of "Activity-Inquiry" unit,puts forward the teaching strategies of exploring curriculum resources to support practical operation,constructing effective speech communication platform and designing activities.Correspondingly,it puts forward the strategies of choosing activity forms in connection with students’ actual life,consideration to both verbal and non-verbal communication,and perfecting the class groups.Chapter 5,based on the analysis of the teaching content of Task 3 in the Activity-inquiry unit,puts forward some teaching strategies and corresponding teaching strategies,such as designing communicative context to promote writing expression,designing targeted evaluation methods,etc.The purpose of this paper is to analyze the characteristics and connections of the three "tasks" in the unit detailed combing of the contents of the "activity-inquiry" unit the middle school language,and then put forward the targeted instructional design strategies and teaching strategies,which provide some reference school language front-line teachers,and provide some references the follow-up study of the "activity-inquiry" unit.