A Study On Teaching Big Units In High School Language Based On The Concept Of Integration Of Reading And Writing

Big-unit teaching is a way of teaching that deals with the relationship between subject core literacy and subject core content science,integrates teaching content and realises task-driven teaching in the context of the new curriculum and new teaching materials.Based on the language teaching reform and with the integration of reading and writing as the traction,the topic of big unit teaching in senior secondary language is both of strong practical significance and helps deepen theoretical thinking on language education.In the past,the integration of reading and writing was usually based on a small-diameter deep dive into a single text,breaking through with a single knowledge point,a single writing resource,and a single integration of reading and writing.The integration of reading and writing under a big unit,on the other hand,places more emphasis on the fit between the learning task group and the teaching unit,the integration of the large learning context and the large learning task,and the integration of reading and writing contexts,contexts and thinking at multiple levels and from multiple perspectives,with a view to achieving the integration of knowledge,competence and literacy.The paper analyses the feasibility of teaching big units of senior secondary language based on the concept of literacy integration.The implementation of a literacy-integrated senior secondary language teaching unit can implement the requirements of the curriculum and fit in with the layout of the unified textbook.The constructivist learning theory of student-centred,contextual and collaborative learning provides an inspiring scientific guide to the emphasis on independent learning in authentic contexts.In addition,the systemic theory of language education emphasises the holistic and hierarchical nature of the language curriculum,which also lays the theoretical foundation for the integration of reading and writing.Through a questionnaire survey,the thesis understands the current situation of the big unit teaching of literacy integration,and concludes that it has achieved extensive teaching attempts,richer teaching exploration,teaching effects have been revealed as well as a strong willingness of teachers and students to teach,but there are still problems of traditional teaching implementation,fragmented teaching contents,shallow literacy integration and teaching effects to be deepened.The study found that the cause of the current problems lies in the teachers’ insufficient understanding of the importance of the big unit teaching concept of reading and writing integration and their weak integration ability,as well as the fact that reading and writing teaching is not deeply integrated and the students’ main position is not fully highlighted.Based on these problems,the thesis proposes the following teaching strategies: strengthening the concept of Big-unit teaching;integrating teaching design from four aspects: teaching objectives,teaching content,learning tasks and assessment;deeply integrating Big-unit reading and writing teaching;and setting up independent inquiry in authentic situations.Finally,the thesis selects the teaching design of the second unit of the compulsory upper secondary language book,combines it with the specific teaching practice in Changsha County Experimental Middle School,conducts targeted process observation,and develops teaching reflection.