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

Under the guidance of the idea of "overall planning,organic infiltration",the Chinese Textbooks of ministry edition have made many innovations.On the basis of facing up to some deviations that do not conform to the teaching rules,some improvement methods are adopted.Guided by the teaching concepts of "people-oriented" and "autonomous learning",the new textbook has added four "activity · inquiry" units in Grade 8 and grade 9,namely,the "news" unit in Grade 8,the "speech" unit in Grade 8,the "poetry" unit in Grade 9,the "activity · inquiry" unit in Grade 8 Drama unit in volume two of grade nine“ "Activity · inquiry" unit is a new type of unit organization.It takes setting tasks as the learning drive and text learning as the starting point.Unit learning integrates listening,speaking,reading and writing,data collection,activity planning and other projects to form a comprehensive practice system.The goal is to cultivate students' Chinese practical ability.Based on the in-depth study of "activity · inquiry" unit,based on the characteristics of "activity · inquiry" unit,this study investigates the teaching situation of "activity · inquiry" unit in two county-level middle schools in Guizhou Province,analyzes the survey results and summarizes the teaching problems,and then puts forward the corresponding teaching suggestions.The first chapter is an overall overview of the junior high school Chinese "activity · inquiry" unit.Combined with the theory of Chinese education and the arrangement of teaching materials,this paper defines the core concept of "activity · inquiry" unit,and distinguishes its related concept-junior high school Chinese comprehensive learning.After understanding the core concept,from the whole into the internal,the four "activity · inquiry" unit table analysis,summarizes the characteristics of "activity · inquiry" unit.Finally,the new teaching concept advocated by the curriculum standard,"1 + X" reading teaching design concept,"learning by doing" teaching theory as the theoretical support of this study.The second chapter is case analysis.Taking classroom observation as the main means of investigation,by establishing the purpose of observation and then determining the observation point of classroom observation,the classroom teaching of "activity · exploration" unit in Pengcheng hope school and the third middle school of Sandu County in Guizhou Province is observed,recorded and evaluated,and then supplemented by interviews to deeply understand the front-line teaching situation.Finally,according to the results of the survey,this paper analyzes the teaching status of "activity · inquiry" unit and summarizes the teaching problems.The third chapter puts forward the teaching suggestions.According to the research records,in view of the problems existing in the front-line teaching,put forward the corresponding teaching suggestions.It is suggested to make text reading dynamic,update teachers' teaching concept and improve teaching quality,and use and develop teaching resources.The conclusion part summarizes the full text and affirms the teaching value of "activity · inquiry" unit.Finally,the limitations of research are acknowledged and the expectation of teaching research is put forward.