The Research On Unit Argumentation Teaching Design Of Chinese Textbook Edited By The Ministry Of Education For Junior High School

Argumentation is the difficulty of Chinese teaching for senior high school and it is also the key point of Chinese linkage teaching for junior high school.At this stage,students are required to master the basic knowledge of argumentative thesis and generate the habit of independent thinking.The teaching of argumentation is mainly based on single-item teaching at the present stage.Effective teaching schedule and stressful academic pressure make it difficult for single-item teaching to take them into account.The Chinese textbooks of junior middle school are organized as the form of the unit format,by which the argumentation in the textbooks are integrated into argumentation units,making it easier to achieve the unity of "humanity" and "instrumentality." From the perspective of the unit,this paper takes the Chinese official books with ninth grade of the junior high edition as the research object to conduct the research on the teaching design argumentation unit of the junior high school,allowing students to learn the knowledge relating argumentation and understand the value arising from argumentation by carrying out teaching activities on designing argumentation in units.This article employs literature method to integrate the related research of unit teaching,argumentation teaching and Chinese teaching design,which provides unit teaching design of argumentation with a foundation.The fifth unit of teaching design plan for the ninth grade Chinese official books of the junior middle school was compiled according to analysis,induction,and the method of case analysis to analyze the arrangement,quantity,combination,and category of the argumentation in the textbook.This article combines the connotation of argumentation,unit teaching and instructional design to define unit instructional design of the argumentation and make comparison between the argumentation instructional unit design and the single instruction design,emphasizing the importance and significance of unit teaching design.Taking the theories of thecompilation of textbooks,teaching theory,educational psychology,and system theory as the theoretical basis,a junior high school Chinese argumentation unit teaching design plan was formulated.The plan contains the teaching design elements of the argumentation unit including teaching objectives,teaching content,course types,teaching methods,teaching situation,and teaching evaluation.The teaching objective of "point-surface combination" reflects the emphasis of the unit teaching design as a whole;the teaching content that is based on the "double-line organization unit structure" highlights the comprehensiveness of the Chinese textbooks for junior middle school,and discovers the types of the design of learning and receiving learning reflects the guidance of the teacher and the autonomy of the students and the whole planning of the unit teaching design;the overall improved teaching situation design of the unit runs through the complete teaching stage,creating a good teaching atmosphere;the teaching method based on the "optimum seeking method" indicates the use of various teaching methods at different stages in the unit teaching design,which avoids the tediousness of argumentation;the teaching evaluation design based on the development of students 'thinking ability reflects that the unit teaching design is based on the students' development level and makes the teaching evaluation more persuasive.The specific teaching design plan combines the theories above and practical operations including the analysis of argument unit textbooks,academic analysis,and teaching steps,and proposes problems that should be paid attention to specific teachings in reaction to this plan.This article completely considers the consistency between the unit teaching design and the junior middle school Chinese textbooks,providing argumentative teaching with a practical and achievable teaching design plan.