The Status Survey And Optimization Strategy Of "Activity·Inquiry" Unit Of State-compiled Chinese Textbooks

As a new unit type that appeared for the first time in Chinese textbooks,the"Activity·Inquiry" unit is in line with the trend of Chinese education reform,making up for the shortcomings of the previous textbooks’ lack of comprehensiveness and practicality,and has attracted widespread attention of the academic circles.However,the current teaching status of "Activity·Inquiry" unit is not optimistic.How to make full use of the value of the "Activity·Inquiry" unit has become an urgent problem for teachers.This thesis investigates the current teaching situation of the "Activity·Inquiry" unit in junior middle school,analyzes the reasons,and explores the optimization strategy.This thesis consists of the following four parts:The first part is to sorts out the research background and research status of the"Activity·Inquiry" unit teaching,and analyzes the achievements and deficiencies of previous research,so as to clarify the purpose and significance of this research.At the same time,this thesis traces the historical the "Activity·Inquiry" unit,analyzes the changes and trends of the "Activity·Inquiry" unit,explores the characteristics and teaching value of the"Activity·Inquiry" unit.The second part is to designs a questionnaire and an interview outline for the status survey of the "Activity·Inquiry" unit and implements the survey.The result of the survey is as follows:in terms of teachers’ cognitive ability,teachers are likely to agree with content of the "Activity·Inquiry" unit,but their ability to interpret textbooks is insufficient;in terms of teaching organization,teachers basically meet the unit’s requirements,but they’re relatively superficial and stylized;In terms of teaching implementation and teaching effect,the combination of reading and writing has achieved initial results,but the implementation of comprehensive-practical activities and drama unit is not good;in terms of teaching evaluation,teachers’ self-evaluation is good,but teaching evaluation lacks a scientific evaluation criteria and tools.The third part analyzes the reasons of status.The reasons are as follows:teachers’limited cognition and ability,insufficient teaching organization and implementation,the lack of evaluation criteria and tools,the lack of curriculum standard’s guidance and so on.The fourth part is to explores targeted optimization strategies,based on the analysis of the teaching status and its reasons,combined with relevant theories and teaching cases.The optimization strategies are as follows:firstly,strengthen teachers’ understanding of concepts and improve their ability to interpret the "Activity·Inquiry" unit;secondly,make use of project-based learning,group working,strengthening the guidance of process,providing learning scaffolding and so on,so that the "Activity·Inquiry" unit teaching should get rid of superficiality and stylization;thirdly,make full use of various evaluation methods,such as the evaluation of learning process,richen teaching evaluation functions,and improve the pertinence and scientific nature of teaching evaluation;lastly,improve the design of the "Activity·Inquiry" unit and curriculum standard guidelines,and strengthen the combination of core quality of Chinese subject with the unit.