Research On Teaching Design Of Chinese Unit In Junior Middle School Based On The Disciplinary Big Ideas

In the context of the information age,the social demand for talents has gradually changed from knowledge-based talents to literacy talents.Cultivating and improving the core literacy of students has become the universal value pursuit of school education.However,the traditional classroom teaching design separates the connection between knowledge and life to varying degrees,which does not meet the new requirements of current talent cultivation,and the literacy-oriented classroom teaching reform needs to be carried out urgently.At the same time,in the new era,the unit structure of the unified Chinese textbook for junior middle school has also laid the foundation for the unit integrated teaching.The unit integrated teaching design based on the unified Chinese textbook for junior middle school has become a new trend of the current Chinese curriculum and teaching reform in junior middle school.This paper tries to explore the new model of Chinese unit teaching design in junior middle school from the perspective of the Disciplinary Big Ideas,in order to find an anchor points for the transformation of Chinese classroom teaching in junior middle school,and to provide certain theoretical support for the implementation of the core literacy of Chinese subject in Chinese classroom teaching in junior middle school.This paper consists of introduction,four chapters and conclusion.The introduction mainly expounds the reasons,research significance and research methods of this paper,and defines the core concepts involved in this paper on the basis of sorting out the current situation of relevant research at home and abroad.The first chapter expounds the relationship between the Disciplinary Big Ideas and Chinese unit teaching design in junior middle school,the basic requirements and core objectives of the Chinese unit teaching design based on the Disciplinary Big Ideas in junior middle school.First of all,it is clear that the Disciplinary Big Ideas is the clue of integrating the content of Chinese unit teaching in junior middle school,which can become the entry point of Chinese unit teaching design in junior middle school.Then,four basic requirements are put forward to ensure the operability of Chinese unit teaching design based on the Disciplinary Big Ideas in junior middle school.Finally,it points out the core goal of Chinese unit teaching design based on the Disciplinary Big Ideas in junior middle school.The second chapter makes a questionnaire survey on the current situation of the implementation of Chinese unit teaching in junior middle school.Through the analysis of the survey data,it points out the main problems existing in the current Chinese unit teaching in junior middle school,and reveals the strong willingness of front-line Chinese teachers to change,and finds the right direction for the optimization path of Chinese unit teaching design based on the Disciplinary Big Ideas in junior middle school in the next chapter.The third chapter puts forward the optimization path of Chinese unit teaching design in junior middle school from the perspective of the Disciplinary Big Ideas,and tries to seek the breakthrough point to solve the current problems of Chinese unit teaching in junior middle school at the level of unit teaching design.The optimization path is mainly composed of the following steps: first,view the unit content and refine the Disciplinary Big Idea;Second,break down the Disciplinary Big Idea and generate structural problems;Third,estimate the learning results and work out unit teaching objectives;Fourth,create theme situations and design learning activities;Fifth,implement teaching evaluation and evaluate teaching effect.The fourth chapter verifies the optimization path of Chinese unit teaching design based on the Disciplinary Big Ideas in junior middle school from the practical level.In this part,the author first selects the unit 4 of the first volume of grade 9 of the unified Chinese textbook for junior middle school to design the unit teaching case based on the Disciplinary Big Ideas,then verifies the feasibility of the teaching design through teaching practice,and finally summarizes the practical experience and reflects on the problems encountered in practice.The conclusion part reviews the main research content of this paper,and points out that the research on the teaching design of Chinese unit in junior middle school based on the Disciplinary Big Ideas is still in the stage of deepening,therefore,the research needs to be further enriched and improved through extensive investigation and analysis and a large number of teaching practice.