A Probe Into The Learning Experience Program Of Chinese Unit Design In High School

The new teaching in the era of core literacy advocates individuals to experience a real and deep learning process in order to cultivate real academic ability.However,the traditional Chinese teaching process is too linear and simplistic,ignoring the value of the process,and lacking students' personal cognitive,emotional,and thinking input.Fake learning(no process and only answer),false learning(learn knowledge by incorrect process),suspected learning(not keeping up with progress or absent-minded),and free learning(classroom behavior has nothing to do with learning tasks)appear in the class.so "what a teacher teaches does not mean that a student learns,what a student learns does not mean that he learned." At the same time,teachers lack a holistic teaching concept,pursue mastery of trivial knowledge points,and neglect the connection between class time.As a result,Chinese teaching has fallen into a strange circle of "shallow,trivial and miscellaneous".To solve such problems,Professor Cui Yunhuo of East China Normal University launched the "Learning Experience Program",focusing on a specific learning unit,starting from the expectations of "what students learned",designing and demonstrating the process of "how students learned",so that students can construct their own experience or social experience by themself or by society.This article is mainly based on the investigation and analysis of the current use of the high school Chinese language Learning Experience Program in Shanghai X Middle School.It focuses on the new teaching requirements in the era of core literacy,and explores how the unit design of Learning Experience Program better reflects the top-level norms and how to shift from content units to learning units.In this way,a set of process framework for the unit design of Learning Experience Program in high school Chinese is established.Furthermore,make better use of Learning Experience Program to implement core Chinese literacy in classroom teaching.The general research process is as follows:The article firstly uses the literature research method to sort out previous studies from two aspects: the creation of Learning Experience Program and the teachingresearch of Learning Experience Program.It is concluded that the current Learning Experience Program study mostly stays in the commonality of various disciplines,and lacks individualized and in-depth study for the Chinese subject.Secondly,using the questionnaire survey method and interview method,to investigate and analyze the current situation of the use of high school Chinese subject,point out the good situation,including “give students the right to know the learning experience,provide a carrier for the teacher's academic analysis,create a collaborative inquiry into the learning community,design task coordination presets and generation,the teaching plan goes professional ” and internal and external issues.Then it returns to the core language literacy requirements.On the one hand,it points out the top normative requirements of “emphasizing unit design and highlighting literacy standards;attaching importance to situation creation to discovering the true needs of students' Chinese life;emphasizing task-driven and proactive speech practice activities”.On the other hand,the teaching process from the content units to the learning units is discussed.It requires the premise of "refining the big ideas and establishing the literacy goal system",and puts forward the suggestions for "knowledge integration,knowledge condition,and knowledge context" and points out“filling,sequencing,deletion,integration,creation "processing technology and builds a flowchart of designing the unit of Learning Experience Program for high school Chinese subject.Finally,take the unit of "Nature and Feelings" as an example to write a detailed design example of the unit of Learning Experience Program.I hope to provide research assistance for the reform of teaching schemes in the new era of teaching directed to core literacy.