Research On Instructional Design Strategy Of "Activity·Inquiry" Unit Of Chinese State-compiled Junior Middle Chinese Textbooks

The "Activity·Inquiry" unit was placed with high hopes of changing the traditional Chinese learning form at the beginning of its design.This type of unit attaches importance to the students’ hands-on practice,and designs three tasks in accordance with the "reading-practice-writing" path.The reading task allows students to learn independently,the practice task connects life and the classroom,and the writing task trains students’ thinking.All three emphasize that students should participate in and explore independently.While this brings vitality to the Chinese classroom,it also brings huge challenges to front-line teaching and learning.How to understand the setting intention of the "Activity·Inquiry" unit and how to reflect the characteristics of the "Activity·Inquiry" unit in teaching are the questions that this thesis is devoted to exploring.Based on the characteristics of the "Activity·Inquiry" unit and its design basis,this thesis analyzes the teaching of this type of unit.Then combed and analyzed successful cases,combined with relevant theoretical basis,summed up the basic path for the teaching design of the "activity·inquiry" unit,and put forward feasible suggestions for each step.This thesis will use four parts to present the specific research content.The first part is the introduction,expounding the research reasons,research significance,research methods,etc.,and It also explained the relevant concepts and the basis of understanding,and clarified the current status of the teaching exploration of the "Activity·Inquiry" unit.In the process of combing and analyzing the literature,it is found that no matter it is the teaching research on each task of reading task,practice task and writing task,or the overall teaching research on the unit of "Activity·Inquiry",certain results have been achieved.But at the same time,there are some misunderstandings in the teaching of this type of unit.The second part attempts to explore the teaching of the "Activity·Inquiry" unit.According to the wording method,the teaching form of the "Activity·Inquiry" unit should be clarified,and then the essential attributes of the "Activity·Inquiry" unit can be clearly grasped by distinguishing the differences between the "Activity·Inquiry" unit and Chinese activity classes and comprehensive learning.On this basis,further analyze the design intent of this type of unit to form a correct understanding of the "Activity·Inquiry" unit.The third part is the case analysis and enlightenment.It sorts out and summarizes the excellent teaching cases of the "Activity·Inquiry" unit,and combines the design theory basis of the "Activity·Inquiry" unit to initially form the basic path of the overall teaching design of the "Activity · Inquiry" unit,and Put forward operational-level suggestions for each step.To teach the "Activity·Inquiry" unit from the perspective of the unit as a whole,teachers first need to integrate the core objectives of the unit according to the teaching materials,curriculum standards and academic conditions,and then integrate the task of "reading-practice-writing" according to the objectives to drive the entire unit The main task of teaching,and design evaluation scales to guide students’ learning.Then the teacher breaks down the big task into small tasks according to the logic of completing the main task or according to the characteristics of the three tasks of "reading-practice-writing",and design corresponding learning activities for the small tasks,and think about how to each unit of the unit Evaluation of teaching links.Finally,provide corresponding learning resources for students to complete tasks and conduct activities.The fourth part is the specific practice of the teaching suggestions put forward in the second part.According to its design path and suggestions,specific unit teaching design and practice are carried out for the "Activity·Inquiry" unit of the first volume of the ninth grade poetry,and the teaching record of the lesson "Selection and Modification of Images" is attached.Then,on this basis,reflect on the teaching practice of the whole unit.