Reverse Teaching Design Of Chinese In High School Based On Text Understanding

“Ordinary high school language curriculum standards(2017 edition)”clearly put forward to cultivate students' literacy of Chinese subject core requirements,has been clear about the students study Chinese after this course,should be necessary to achieve the correct values,character and key ability,integrating the three-dimensional target,and puts forward the curriculum content should include 18 learning task group,is a new challenge to the design of high school Chinese teaching.In high school Chinese teaching design,teachers must implement the goal of discipline core quality cultivation proposed by the new curriculum standard.However,how to translate the general curriculum goal into specific teaching goal and teaching activity with stronger operability is a problem that every high school Chinese teacher needs to think about.Based on the reading of relevant literature and the analysis of the questionnaire survey conducted by the front-line Chinese teachers in senior high schools,the author finds that there are some problems in the traditional Chinese teaching design in senior high schools,including but not limited to :(1)the teaching design lacks pertinence and flexibility;(2)the instructional design cannot meet the requirements of the curriculum standards;(3)there are two extremes of instructional design that are disjointed from the exam and completely serve the exam;(4)insufficient sustainability of instructional design.In order to solve the above problems,this paper tries to use the reverse instructional design concept proposed by Grant Wiggins and Jay Mc Tighe to improve Chinese teaching in senior high school,so as to improve the effectiveness of Chinese instructional design in senior high school.As a new teaching mode,reverse instructional design applies reverse thinking mode to improve students' transferable comprehension ability.It requires teachers to first determine the expected learning objectives,then give the evaluation criteria of learning results,and finally design teaching activities,so as to always maintain the consistency of teaching objectives,evaluation and activities,which is conducive to the implementation of the new curriculum standards on the core quality of Chinese discipline cultivation requirements.The author on the base of reading literature,this paper analyzes the backward teaching design pattern research status at home and abroad and try some of these important nouns are defined,and the theory of constructivism,task driven teaching method,under the guidance of the theory of reception aesthetics,aiming at the shortcomings of the traditional teaching design is put forward based on the text understanding of reverse teaching design theory in the high school language teaching the implementation strategy,try to design the specific teaching cases.In this case,the first unit of compulsory Chinese course 2 in senior high school is taken as an example,and the teaching design of senior high school Chinese prose unit is attempted by referring to the reverse teaching design and the traditional teaching design model.Finally,this paper interviews several senior high school Chinese teachers about the design case,and summarizes its advantages and disadvantages.(2)the assessment scale setting process is complex and tedious,which is difficult to be fully applied to teaching practice;(3)questioned the application scope of reverse design of other teaching units with Chinese characteristics.The author hopes that the research results presented in this paper can provide some references for the teaching design of high school Chinese teachers.