| With the comprehensive promotion and use of unified Chinese teaching materials in the compulsory education stage of Inner Mongolia Autonomous Region in the fall semester of 2020,it has a certain impact on the teaching activities of ethnic school teachers,and unit teaching is more difficult for ethnic junior high school language teachers in the autonomous region.In order to promote the secondary development of the unified version of Chinese textbooks and the teaching effect of language units in ethnic middle schools,this paper aims to improve the unit design level of teachers in ethnic schools,so as to better cultivate students’ core literacy in Chinese subjects.This paper is divided into three chapters.The first chapter is a survey on the current situation of unit teaching in four Mongolian junior high schools in Ulanhot since the use of unified Chinese textbooks in the autumn semester of 2020.As the basic data survey of the full-text research,it mainly adopts questionnaires,classroom auditing,and conversations with teachers.The results of the survey show that: first,the Chinese teachers as a whole lack of confidence in the grasp of unified teaching materials and unit teaching,fear of difficulties is more serious.Second,teachers’ cognition and implementation of Chinese unit teaching concept,design,activities,evaluation and other aspects need to be strengthened,and there is a large room for improvement.The main factors influencing the unit teaching,both teachers’ subjective reasons,such as most teachers have dedicated unit to compile for universal use teaching material in the study,development and research,the use of teaching resources,the construction of the schoolbased resources,unit teaching design such as the lack of positive spirit,in the teaching practice more direct use of various kinds of ready-made teaching design,course resources.There are also many objective reasons,such as the unified textbook is more difficult in content and curriculum objectives than the old textbook;At present,the academic circle is short of reference materials such as supporting materials and teaching design suitable for minority junior middle schools.The effect of teaching and research activities is not enough.The second chapter puts forward corresponding countermeasures for the main problems of the investigation results,which mainly includes two aspects: first,highlighting the problem orientation of teaching and research,promoting the secondary development of teaching materials,and improving teachers’ confidence.The concrete operation should be coordinated between the city and the school,and problem-oriented to construct the practicality of teaching and research activities and the systematicness of problems.Promote the secondary development of teaching materials suitable for learning situation,so that teachers can build unit teaching confidence in practice.Secondly,centering on the unit teaching itself,four measures are put forward to improve the unit teaching effect of Mongolian junior middle school Chinese teachers,including focusing on textbook units and setting goals scientifically.Trinity teaching,integrating teaching content;Set up teaching activities based on task;Innovate evaluation methods to stimulate interest in learning.Third chapter to compile for universal use version of Chinese grade seven days "four seasons" unit as an example,the "nature" theme,the Mongolian junior middle school’s Chinese unit teaching design,in order to carry out student-centered concept under the premise of better unit teaching goals,improve the students’ ability of language core literacy. |
