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

Since September 2016.the Ministry of Education,together with several experts,has or organized and compiled Chinese teaching materials for the compulsory education stage after four years of polishing,which have been put into use in primary and second school across the country.The publication of new teaching materials means that the original teaching methods need to be innovated,so relevant teaching methods research has attracted much attention.As a very innovated,the "Activity · Inquiry " Unit highlights the concept of education in the new era with flexible unit style and lifelong learning Education orientation.This article takes "Activity · Inquiry " Unit teaching as the research object,takes pragmatic theory education 4.0concept,unit teaching record（part）as the argument,and combines the Compulsory Education Chinese Curriculum Standards（2011 edition）and relevant documents of the Ministry of fully excavate the unit system and explore innovative teaching methods.To give full play to its profound connotation and potential value under the background of "double reduction".The main content of the paper is divided into four parts:The first chapter elaborates the connotation and design concept of the unit "Activity ·Inquiry".The "Activity · Inquiry " unit is attached to the unified version of highlighting textbook.with its practical connotation of bacon casting souls and enlightening wisdom,it interprets curriculum positioning that integrates practicality and comprehensiveness,the nature of Chinese curriculum,innovative teaching methods,and the design concept of developing students’ abilities.The second chapter is to systematically analyze the "Activity · Inquiry" unit.Looking at the content of the macro-examination unit,it can be found that the "Activity · Inquiry " Unit has three connotations,namely:"double foundation"is the horizontal teaching outline;new era" is the vertical education model;and "department life" determines the three interpretation results of the overall education.The characteristics of such a new unit system are very obvious,that is,the teaching content takes a multi-dimensional route;the teaching method are diverse;and the teaching evaluation has many considerations.The third chapter investigates and analyzes the current cognitive and teaching situation of the "Activity · Inquiry" unit.Through questionnaires and interviews,it can be found that there are still some common problems in the cognition and teaching of the "Activity · Inquiry" unit,mainly including: lack of task-driven teaching,bottlenecks in the reform of actual education evaluation,urgent improvement of students’ learning cognition,and lack of guidance in communication cognition.The fourth chapter,the comprehensive survey results and the analysis of the causes of the teaching status quo,combined with the "Activity · Inquiry" unit system,put forward the te aching strategy: keeping integrity and innovation.That is,education with both emotions and wisdom,stimulate students’ interest in learning;task-driven,strengthen students’ awareness of“being a middle school”;activity practice,cultivate students’ exploration ideas;“creation” as the basis;strengthen the practicality of activities;”guide”as the path to improving multi-directional interaction;take “evaluation” as the method to build a new teaching parading.