Teaching Research On The "Activity-Inquiry" Unit Of Junior High School Chinese Based On Reading And Writing Symbiosis ——A Case Study Of The Speech Unit In The Second Book Of The Eighth Grade

Since the implementation of the new textbooks for junior high school Chinese in2016,Chinese education researchers and front-line teachers have made new interpretations and teaching experiments based on the new textbooks,new teaching requirements and classroom teaching,which have promoted the reform of Chinese teaching.To a certain extent,it has deepened the development of Chinese education and teaching.As an important module in the reform of Chinese teaching materials,the unit "activity-inquiry" is compiled according to the concept of "overall planning,organic penetration",and strives to highlight the comprehensive and practical characteristics of Chinese courses in terms of teaching requirements.As a new unit model,the "activity-inquiry" unit integrates the unit theme and Chinese literacy with "double-line components",changes the traditional Chinese teaching method,provides new ideas for teaching,and makes Chinese courses dynamic and task-driven.The student's learning process fully reflects the student's learning autonomy,and enhances the student's core literacy of the Chinese subject in the self-conscious cooperative inquiry.From the perspective of unit themes and Chinese literacy,the teaching of the "activity-inquiry" unit not only emphasizes the unique unit theme,but also improves students' basic Chinese literacy of "listening,listening,reading,writing,and writing",and also takes into account the unit's "activity-inquiry".The unit teaching should be different from other teaching modules.But in the actual teaching,the particularity of the unit of "activity-inquiry" has not been fully reflected.In order to deepen the teaching value of the "activity-inquiry" unit and make the greatest use of it,this paper introduces the concept of "reading and writing symbiosis",selects the speech unit as the research object,grasps the practical literary characteristics of the speech and the activity of the lecture,and through the research of the unit,explores the reading and writing symbiosis teaching path of the "activity-inquiry" practical text unit.This article will be divided into five chapters.Chapter 1,Introduction.This chapter summarizes the basic preparation of this research from four aspects: the reason for the selection of the topic,the research review,the significance of the research and the research method.Through the analysis and collation of existing research results,teaching cases,literature materials,etc.,it is found that there are problems such as disconnection between learning and use,low utilization rate,and insufficient combination of theory and practice in the teaching of the "activity-inquiry" unit.Chapter 2,"Activity-Inquiry" Practical Essay Unit Reading and Writing Symbiosis Teaching and Research Basic Theory.From the connotation of practical texts,the textbook writing concept of the "activity-inquiry" unit,the content and characteristics of the speech unit,and the teaching requirements of the course standard,the relevant content of the "activity-inquiry" unit is analyzed in detail,and then the theoretical basis for the practical reading and writing symbiosis teaching in the "activity-inquiry" practical text unit is proposed,and the feasibility of implementing reading and writing symbiosis in the "activity-inquiry" unit is clarified.Chapter 3,"Activity-Inquiry" Practical Literature Unit Teaching Problems.Combined with a large number of teaching design and teaching cases,based on the course learning that the author participated in during the internship practice,and communicated with front-line teachers,the problems existing in the current "activity-inquiry" unit teaching were analyzed in detail from the three aspects of reading,writing and practical activities.Sort out and integrate the problems that arise,and provide a basis and improvement direction for the teaching design exploration of the following article.Chapter 4,"Activity-Inquiry" Practical Essay Unit Reading and Writing Symbiotic Teaching Design Inquiry.Based on the previous research and analysis,the teaching design inquiry is carried out from the two aspects of the teaching design principle and learning goal establishment of the "Activity-inquiry" practical essay unit,and the complete teaching design process is presented according to this,so as to achieve the combination of theory and practice.Chapter 5,"Activity-Inquiry" Practical Essay Unit Reading and Writing Symbiosis Teaching Design Introspections and Suggestions.In view of the teaching design presented in the previous chapter,the teaching design is evaluated and reflected from the three aspects of teaching design as a whole,the presentation of teaching links,and the teaching evaluation,and the following three suggestions are put forward for the implementation of reading and writing symbiosis in unit teaching:the group division is in line with the students' learning situation,the teaching development returns to the original Chinesetext,and the task promotes the implementation of reading and writing symbiosis.In summary,the teaching of the "activity-inquiry" unit should take into account the unit theme and Chinese literacy,introduce the concept of reading and writing symbiosis,seek a symbiotic path in the "activity-inquiry" unit,effectively integrate the various Chinese learning elements,break through the single teaching mode,truly connect Chineseand life,comprehensively improve the core literacy of students' Chinese disciplines,and implement the educational concept of morality and education.