Strategy Research On The Integration Of Reading Teaching And Information Technology In Chinese Large Unit Of Junior Middle School

In 2022,the Ministry of Education promulgated a new version of the "Chinese Curriculum Standards for Compulsory Education(2022 Edition)",which proposed "constructing a language learning task group,focusing on the stage and development of the curriculum","highlighting the era of curriculum content".The curriculum concept of strengthening the integration of curriculum content with exemplarity.Words such as "learning task group" and "content integration" all show that the teaching content needs to be reorganized and reorganized.This requires Chinese teachers to change the mode of single teaching and gradually move towards a teaching form with "groups" as the unit.Large-unit reading teaching is one of the teaching forms based on "groups",that is,based on the teaching materials,combing the teaching materials according to the theme of the unit,and integrating extracurricular resources into the teaching content according to the needs of the learning situation.As a new teaching mode,a series of questions need to be explored,such as what to teach and how to teach.From the perspective of information technology,the author integrates large-unit reading teaching and information technology to solve the problems of how to establish teaching content and how to implement the teaching process in large-unit reading teaching.Further implement the requirements for course content in the curriculum standard,help students build cultural self-confidence,improve language ability,and cultivate students with thinking ability and aesthetic creativity.The thesis includes an introduction and three main chapters.The introduction part mainly introduces the reason for choosing the topic of the thesis,research review,research methods and research ideas.In the early stage,I mainly looked for literatures related to large unit reading from major journal platforms,analyzed the reasons for this study,analyzed the research results in this field,and obtained research ideas and directions.The first chapter is an overview of the integration of reading teaching and information technology in large units of Chinese in junior high school,including the necessity,value and theoretical basis of the integration of large units and information technology.Taking Skinner’s procedural teaching,constructivist teaching view and situational teaching as the theoretical basis of this research,it expounds its theoretical concepts and obtains research inspiration.The second chapter is the investigation and analysis of the integration of reading teaching and information technology in the junior high school Chinese.The research method of this paper is mainly based on questionnaire survey,supplemented by observation method.The questionnaires were used to analyze teachers’ understanding of large-unit reading and information technology,and their views,strategies,and attitudes towards the integration of the two.Combined with the information technology questionnaires of other scholars and the focus of this paper,the questionnaires of teachers and students are compiled.Through questionnaire survey and data analysis,this study clarifies the current role of information technology in reading teaching and the use of information technology by front-line teachers.Summarized the fundamental reasons for the problems in the integration of large-unit reading teaching and information technology,which are as follows: the awareness of the integration of large-unit reading teaching and information technology has not been formed;the thinking that information technology runs through the large-unit reading teaching link has not been formed;Measures for the integration of reading instruction in large units.The third chapter is about the strategy of integrating reading teaching and information technology in large unit of Chinese in junior high school.In response to the reasons obtained from the questionnaire analysis,the author proposes the following measures from the perspectives of pre-class awareness,use methods,process integration,content integration,and evaluation integration: form a large-unit awareness before class,clearly use information technology purposes;strengthen large-unit method guidance,improve the utilization rate of information technology;technology runs through the classroom process,creating a large unit teaching situation;focusing on the theme of the unit,integrating the two contents;using information technology software to improve the large unit evaluation system.It is hoped that through this research,the fusion strategy proposed by the author can provide some reference for the teaching of large-unit reading.Promote the integrated development of information technology and Chinese large-unit reading teaching,improve the efficiency of teacher-student Chinese large-unit reading teaching,and implement the curriculum content presented by learning task groups in the "Chinese Curriculum Standards for Compulsory Education(2022Edition)".Due to the lack of practical teaching experience of the author,the research results cannot be transformed into teaching examples and used in actual classrooms.In order to achieve the integration of large-unit reading teaching and information technology,more front-line teachers are needed to participate,and more in-depth discussions are needed in the future.