Research On The Whole Unit Teaching Design Of Unified Exposition Unit In Junior Middle School

As a style close to the public life,expository text should be given due attention in Chinese teaching.However,the number of expository text accounts for a low proportion in teaching materials,and teachers only pay attention to the repeated explanation of stylistic knowledge,which makes expository text in Chinese education has been in a marginal position.However,in addition to stylistic knowledge,expository texts also contain the content of cultural aesthetic level,which is of great significance to improve students' core literacy of Chinese subject.Therefore,teachers should fully explore the content of the text,adopt more flexible teaching methods,and re-examine expository teaching.In recent years,the unified textbook has been carried out all over the country,and its unit compilation is more reasonable,which provides convenience for teachers to carry out the whole unit teaching activities.Unit teaching as a whole is a kind of teaching method in which teachers change the single independent teaching,adjust the order of teaching materials according to the teaching needs,and plan the class hours as a whole.This study will combine the two,take the whole unit teaching as the research object,take the expository unit as an example,in view of the current situation of teaching,explore the strategy of the whole unit teaching,and try to get out of the dilemma of expository teaching.The introduction part includes the origin and significance of the research,literature review of unit teaching,junior high school Chinese expository text and expository text unit teaching as a whole,and describes the research methods of this paper.The first chapter defines the related concepts of expository unit integrated teaching,combs the compilation of textbook units,focuses on the compilation of expository unit,seeks the basis of unit integrated teaching design from curriculum standards,unit teaching objectives,learning situation and theory,and sums up the value of unit integrated teaching design from three aspects of students,teachers and teaching.The second chapter investigates and analyzes the current teaching situation,issues teachers' questionnaires,collects teachers' understanding and suggestions on the overall teaching design of the unit,and understands teachers' cognition of expository text and teaching situation.On this basis,the paper analyzes the problems existing in the teaching unit as a whole.The third chapter combines the contents of the first two chapters,according to the problems existing in the questionnaire survey,taking the expository unit(unit 5,Volume 1,Grade 8)as an example,explores the teaching design strategy.First of all,the beginning of the unit should be based on the expository text and choose the typical text,and "China Stone Arch Bridge" is most suitable as the starting content in the unit,teachers can use the framework and form teaching,focus on language,and systematically teach the knowledge content of expository text.Secondly,set up a self-reading class.The teacher first combines the previous teaching content and makes a self-reading task list to promote the students to transfer the reading experience gained from "China Stone Arch Bridge" to "Suzhou gardens"."Suzhou Gardens" is a literary exposition,which is different from "China Stone Arch Bridge".Then teachers and students need to supplement the differences between the two texts in the comparative communication.Thirdly,there is a deep cultural heritage behind the object,which is an important content of strengthening aesthetic education.There is no lack of painting art in "Dream back to prosperity".In the overall design,teachers can put it together with the bridge culture and garden art in "China Stone Arch Bridge" and "Suzhou Gardens",collect a large number of relevant information,and skillfully use multimedia forms such as image and text transformation and audio-video combination to deepen the aesthetic experience.In addition,in the aspect of expanding reading activities,we should take explaining things as the chain,introduce other relevant texts after the single teaching,expand students' reading horizons,and stimulate students' interest in reading the famous book "Souvenirs Entomologiques" by using the single text "Cicada".Finally,the importance of expository writing guidance,teachers should be combined with the learning situation,textbook tips and other related unit writing requirements,in the form of evaluation scale to refine the writing requirements,in the overall design with the students' own observation,the combination of writing training and reading teaching,using imitation and continuation to break through the writing difficulties one by one.In the fourth chapter,according to the design strategy of the expository unit of things,we try to design the teaching of another expository unit of the unified edition,unit 2 of Volume 2 of Grade 8.The texts of this unit are expository texts explaining reason.According to the teaching strategy of the expository unit and the actual content of this unit,this paper combs the overall teaching design of the unit,and presents the teaching design of the unit.The fifth chapter combines the teaching design of the two expository units of things and reason,and reflects and prospects the overall teaching design of expository unit from four aspects: strengthening the teaching guidance of expository writing,arranging the order of teaching reading and self reading,paying attention to the humanistic content of expository text,and timely interspersed review in the unit.The conclusion summarizes the main content of the paper,hoping that the majority of front-line teachers can not form a model of the overall teaching design of the unit in teaching,actively explore and give full play to the due value of the overall teaching design of the unit.