Research On The Teaching Of Large Units Of Classical Chinese In Junior High School

Classical Chinese teaching is an important part of junior middle school Chinese reading teaching,but also a very challenging part.However,at present,most of the first-line Chinese teachers still focus on analysis and explanation,and follow the traditional form of word-for-sentence translation and explanation,which lacks interest and seriously dampened students’ enthusiasm in learning classical Chinese.Therefore,the reform of classical Chinese teaching is urgent.Based on the background of major Chinese curriculum reform in recent years,Chinese teaching is constantly exploring advanced teaching concepts.The Compulsory Education Curriculum Plan(2022 edition)clearly mentions that "exploring large unit teaching and actively carrying out theme-based,project-based and other comprehensive teaching activities".It can be seen that the large unit teaching provides a new direction for the current Chinese teaching.Large unit teaching is committed to cultivating students’ core Chinese quality,paying attention to the integrity of knowledge,and emphasizing Chinese practice activities in the form of theme or project in the real Chinese situation,which has a great enlightening effect on the teaching of classical Chinese in junior middle school.This study is based on the textbook for junior high school,mainly using literature research,case analysis,questionnaire and other research methods,to design a large unit teaching of classical Chinese for junior high school,which is mainly divided into five chapters.The introduction part mainly describes the research reasons,research significance,literature review,related theories and research methods five aspects.The first chapter is the junior high school classical Chinese teaching unit related overview.In order to apply the form of large unit teaching to classical Chinese teaching,we should first understand what is large unit teaching and distinguish the concepts of large unit teaching,unit whole teaching and group reading teaching.After that,the paper expounds the three characteristics of the whole,comprehensiveness and situation of the teaching of the large unit,and then promotes the transfer of knowledge by grasping the teaching content.Improve language literacy,promote the growth of teachers;Optimize the teaching structure,improve the efficiency of teaching three aspects of the advantages of large unit teaching.The second chapter investigates the arrangement of classical Chinese in junior middle school Chinese textbooks and the present situation of classical Chinese teaching.Firstly,this paper expounds classical Chinese from two aspects: the analysis of the arrangement of classical Chinese and the characteristics of the arrangement of classical ChineseThe third chapter,aiming at the present situation of classical Chinese teaching in junior middle school,expounds the ideas of teaching design of classical Chinese large unit from four aspects.Based on the characteristics of classical Chinese and the characteristics of large unit teaching,in order to cultivate students’ core quality of Chinese,the teaching design of large unit teaching of classical Chinese is carried out from four aspects: element integration,unit goal,teaching practice and evaluation and reflection.Chapter four is a teaching case of classical Chinese large unit.To "Yue Yang Lou" "Drunk Man Pavilion" two texts mainly,and the eighth grade volume of the third unit of the "Peach Blossom Source" integrated together,on the basis of the original unit to create a new classical Chinese unit,case analysis.According to the new large unit theme design unit objectives and class period objectives,in the real classroom practice,combined with the design ideas of classical Chinese large unit teaching,committed to the cultivation of students’ core Chinese quality,complete a complete large unit design and teaching,for the future classical Chinese large unit teaching experience lessons and reference examples.