Research On The Application Strategy Of Reverse Design Theory In The Teaching Of Large Units Of Junior Middle School Chines

Large-unit teaching is a new teaching mode that conforms to the teaching concept of core literacy,and many language education research experts and front-line teachers are actively carrying out theoretical research and teaching practice,and the field of language education is experiencing a new revolution.Through collecting data,the author found that many junior high school Chinese teachers have insufficient cognition of large-unit teaching and incomplete conceptual understanding,resulting in them either not practicing,and even if they do,they are still in accordance with the traditional teaching mode,and the teaching effect is not obvious.Therefore,the number of journal articles studying the teaching of junior high school Chinese units is small,and the number of teaching cases for reference is also limited.Based on this,the author attempts to optimize the teaching design of large units of junior high school Chinese by reverse design theory,so as to propose a practical teaching path.The paper will be elaborated in five parts,which are explained below.The first part is the introduction.First,the research background and significance of the research are introduced,and then the research status of large-unit teaching and reverse design theory is reviewed based on the existing literature,and the core concepts are defined.This study will use the literature research method,questionnaire survey method,theoretical research method and interview method to carry out research,and try to put forward feasible suggestions for the teaching of large units of junior high school Chinese.The second part is the theoretical exploration of the teaching of junior high school Chinese large units.By analyzing the theoretical basis of large-unit teaching and combining the current research results,the author puts forward three principles:overall observation of large-unit teaching design,student subjectivity and clear goals.At the same time,according to the requirements of large-unit teaching to core literacy,four implementation paths of large-unit teaching are proposed: refinement of objectives,situation creation,teaching activities and evaluation design.The third part is the analysis of the practice status and problems of the teaching of large units of junior high school Chinese.Through a questionnaire survey of students in the eighth and ninth grades of three junior middle schools in Tianjin,the author deeply understands the current situation of teaching large units of Chinese in junior high schools,and clearly displays the survey results in the form of charts.At the same time,teachers are interviewed to further explore the deep-seated problems that cannot be shown in the questionnaire,and strive to reveal the problems and causes of problems in the current large-unit teaching,and use reverse design theory to optimize and improve them in follow-up research.The fourth part is a feasibility analysis of the teaching design of junior high school Chinese large units based on reverse design theory.The author first introduces the core concepts and design templates of reverse teaching design,points out the positive significance and feasibility of using reverse design to optimize large-unit teaching,and finally clarifies the key ideas for optimizing teaching.The fifth part is to use reverse design theory to optimize the teaching design strategy and case display of junior high school Chinese large unit.Firstly,the author integrates the reverse design theory and the large-unit teaching design process,further improves the basic process of large-unit teaching design,and explains the teaching process.Second,come up with clear teaching strategies around objectives,evaluative evidence,and teaching processes.Finally,taking Unit 6 of the Grade 7 Lower Volume as an example to design a large-unit teaching case,and explain the design ideas,hoping to provide reference for front-line teachers.