Study On The Gradient Teaching Of The "Activity·Inquiry" Unit In The Chinese Textbooks Of Junior Middle School

In the process of using the Chinese textbooks of junior middle school,it is not difficult to find that this set of textbooks pay more attention to the comprehensiveness and practicality of Chinese subject.There is an independent theme "Activity·Inquiry" unit in the new textbooks of each volume in the eighth and ninth grades,which aims to cultivate language practice ability and improve their Chinese language literacy of students.Although many front-line teachers have made teaching attempts on the "Activity·Inquiry" unit,and there are also some researches on the teaching strategy of the "Activity·Inquiry" unit,however,there is less research on the overall analysis of the "Activity·Inquiry" unit and the study of its inherent gradient.How to grasp the design intent of the "Activity·Inquiry" unit accurately and arrange teaching according to its inherent gradient require further exploration and research.Although the themes of the four "Activities·Inquiry" units in the textbooks of the eighth and ninth grade are different,they have the same content sections and activity processes.Each "Activity·Inquiry" unit is arranged with three activity learning tasks that are designed according to the gradient of capacity improvement which makes reading as the foundation,makes activity as the center,makes comprehensive application as the goal.The basic fixed mode of the tasks is: text learning-practice activity-the expression of writing.The three tasks are progressive,and have strong gradient requirements whether for the learning requirements of students or the follow-up guidance of teacher.The themes of the four "Activities·Inquiry" units are: news unit,speech unit,poetry(modern poetry)unit,and drama unit.It seems that they are independent units with different themes,however,if you put them on the whole sequence of improving students' comprehensive ability and language literacy,the four units are inseparably related and show a certain gradient.For example,in the drama unit,the activities may be more complicated and the requirements for the students' abilities are also relatively high due to its particularity,so it is arranged in the second volume in the textbook of the ninth grade,which is an suitable arrangement for the development of students' learning ability.This article mainly includes the following contents: Firstly,the introduction mainly explains the background of the topic selection,the process of selecting the topic,and the research status of the topic.This part will give an overall explanation of the process of the topic selection and the current scholars' research status of the "Activity·Inquiry" unit of the Chinese textbooks of junior middle school,and propose the author's research ideas and summarize the research significance.Secondly,this article will conduct research and discussion on selected topics from three chapters: Chapter 1 is is a study of the "Activity·Inquiry" unit of Chinese textbooks of junior middle school,in which the design philosophy and organizational structure of the "Activity·Inquiry" units are analyzed to clarify the intent of the units and their inherent logical relationships.Combined with the teaching practice,this paper studies the two obvious features of the unit of "Activity ·Inquiry" and the new changes in teaching according to these features.Chapter 2 starts with the internal structure of a single "Activity·Inquiry" unit,takes the news theme "Activity·Inquiry" unit in the first volume of the eighth grade as an example,to study the gradient among the three tasks and the corresponding teaching strategies and thinking,and presents a The design of the teaching is presented.Chapter 3 puts four different themes of "Activity·Inquiry" units together.The same task type forms a sequence,studying the gradient longitudinally,and making some teaching suggestions according to different topics and gradients.Lastly,making a conclusion to explain the significance and value of the gradual teaching of the "Activity·Inquiry" unit of the Chinese textbooks of junior middle school.At the same time,pointing out the deficiencies in the research process of this article,and putting forward personal expectations based on the author's teaching practice.The innovation of this article is to start with gradient research,to re-examine the design arrangement and teaching activities of the "Activity·Inquiry" unit of the Chinese textbooks of junior middle school.It is no longer an isolated task research or a unit research.,but not only a study of the inherent gradient of the three tasks from a single "Activity·Inquiry" unit,but also a study of the relationship and gradient among the four "Activity·Inquiry" units from the longitudinal perspective.