Study On The Large Unit Teaching Of The Unified Edition Chinese Novels In Junior Middle School

Since the Chinese subject was set up independently in the late Qing Dynasty,the discussion on Chinese curriculum and teaching in many aspects has been continuous.From the subject nature of Chinese,curriculum objectives,textbook compilation and teaching methods,"eliminating the old and restoring the new,pursuing reform" has been the main melody of Chinese education seeking "redemption".Now,the Chinese Curriculum Standards for Compulsory Education(2022 Edition)(hereinafter referred to as the New curriculum Standards)have standardized the essence,direction and overall issues of the development of Chinese curriculum for basic education in the new era.In particular,it is proposed that the Chinese curriculum in compulsory education should establish curriculum objectives around the core quality.The goal of Chinese curriculum has basically realized the historic leap from "double base" to "threedimensional" and then to "accomplishment".How to promote the development of students’ core accomplishment of Chinese subject in compulsory education stage is the core issue that Chinese education should pay attention to at present.The idea of large unit teaching was born accordingly.The concept of large unit instructional design is taken from the West.Therefore,at the macroscopic level,it is the basic premise to analyze the appropriateness of teaching mode of large unit teaching in Chinese language in the local context and to demonstrate the basic logic and value direction of large unit teaching of Chinese novel in junior high school.Since the May Fourth Literary Revolution,the articles of novels have been continuously selected into the Chinese textbooks of junior high schools,and the value of vernacular literature represented by novels continues to attract attention.Nowadays,many novels selected in the compilation of junior high school Chinese textbooks carry the basic connotation of Chinese excellent traditional culture,revolutionary culture,advanced socialist culture and world civilization.They have their unique features in reflecting society,caring for life and inspiring people’s mind.The internal integration,practice,situation and other elements of large unit teaching are consistent with the idea advocated by the new curriculum standard that "Chinese teaching should make overall planning of learning content,highlighting the situational,practical and comprehensive Chinese learning".Under the idea of large-unit teaching design,the author fully exploits the educational value of the novel text,integrates the "physical world" created by literature and art with the "phenomenon world" of individual students,and connects the "text experience" of the novel with the "life experience" of teachers and students,which is conducive to the cultivation of the core quality of the Chinese subject of students in the compulsory education stage.Theoretical analysis should be verified and generated in the soil of practice.Starting from the middleview practice level,combined with the results of questionnaire survey and in-depth interview of teachers and students,deeply grasp the potential and shortcomings of the first-line Chinese teaching of large unit,which is the foundation of the teaching design of Chinese novels in junior high school.At present,the attempt of teaching Chinese novels in large units in junior middle school has accumulated a lot of useful experience,but also has some problems and resistance.Both teachers and students have a subjective desire to "think and change" on the current situation of Chinese teaching,and fully realize that under the influence of the current teaching reform trend,it is imperative to explore Chinese teaching in large units.At the same time,the problems in the implementation of large unit teaching of Chinese fiction in junior high school have gradually emerged.The symptoms are as follows: first,junior high school Chinese teachers’ understanding of large unit teaching of Chinese fiction is not deep enough;Second,traditional teaching experience restricts front-line teachers from boldly trying to teach Chinese novels in large units in junior middle school;3.The lack of operating ability of large unit teaching is the biggest challenge affecting teachers’ implementation of large unit teaching of Chinese novels in junior middle school.We can make progress only by knowing your shortcomings.Based on the advantages and problems reflected in the questionnaire and interview,to further explore the solution to the problems in the teaching of Chinese novels in large units of junior high school,is the core task of this paper.In fact,the greatest value of the concept of large unit teaching design of Chinese novels in junior high school lies in that it can promote the first-line Chinese teaching to build a "participatory framework" in which all roles fully participate,and under the guidance of this "participatory framework",construct a "community of large unit teaching of junior high Chinese teaching" in which teachers and students jointly develop.Relying on the community,Chinese teachers can start from the level of micro textbook unit reconstruction,consider the role participation and teaching elements in Chinese large unit teaching,and jointly explore the scientific paradigm of the design,implementation,evaluation and reflection of the large unit teaching of Chinese novels in junior high school.This paper combines theoretical analysis,practical investigation,frame assumption and model construction,takes the compilation of four classical vernacular novels in Unit 6 of the first volume of the ninth grade Chinese in junior middle school as an example,and attempts to design and apply the teaching of large units of novels.It tries to form a novel large unit teaching design with relative reference value and practical value under the care of a multi-dimensional perspective,so as to make certain efforts for the activation of Chinese curriculum and teaching practice in the new era.