Research On Optimization Of High School Chinese Unit Teaching Design

With the promulgation of latest high school curriculum standards,the construction of subject curriculum that centered on core literacy has become an inevitable trend of education in the context of the times.Discipline education starts from the core literacy of discipline,and are facing the reform and transformation of educational and teaching form.For a long time,the class model with single-article lecturing as its major form has been applied in Chinese teaching at high school.This restricts the development of students' literacy to some extent,while large unit teaching that emphasizes integration can make up for the deficiency of this single mode.Based on the new requirements of subject education,this paper focuses on the practice of large unit teaching of Chinese in high school,and tries to put forward specific solutions to optimizing this teaching form,so as to provide some new thinking for the discipline education of Chinese in high school.This paper is divided into five parts.The introduction part presents the research background and significance,research status,research ideas and methods,research content and innovation.The first chapter is an overview of the large unit teaching of Chinese in high school.On the one hand,it explores the evolution and value appeal of the unit teaching in the history of Chinese education from the historical perspective;on the other hand,it pays attention to a variety of teaching concepts in the current Chinese teaching practice and makes a comparative study with the large unit teaching,attempting to clarify the connotation and characteristics of Chinese large unit teaching through vertical and horizontal cross research and combing the theoretical basis of Chinese large unit teaching.On this basis,the paper puts forward two basic types of large unit teaching design that exist in Chinese teaching at high school,namely,the large unit teaching based on situational task integration and the large unit teaching based on core concept integration.In addition,this part also expounds the practical value of Chinese large unit teaching.The second chapter,through methods like field investigation and teacher interviews,the researcher is able to understand the current situation and existing problems of the front-line design and practice of Chinese large unit teaching in high school,and makes attribution analysis.In the third chapter,aiming at remedying the shortcomings in practice,four optimization solutions are proposed and explained in detail.The four optimization solutions are as follows:setting multi-dimensional teaching objectives to guide large unit teaching with objectives;reasonable selection of teaching content to promote the reconstruction of learning materials under different contexts;overall optimization of teaching procedure arrangement to promote deeper learning with proper planning;reverse design on teaching evaluation to spur the creation of literacy with tests.The fourth chapter takes content in Unit 7 of the general version of compulsory Chinese textbooks for high school students as the topic,selects two proven and typical cases of large unit design to conduct analysis of "teaching the same class with different designs",illustrates the value of large unit teaching design with examples,and puts forward further optimization plans.Finally,the paper also makes a research prospect on the exploration of future theory and practice of Chinese large unit teaching in high school.