Abstract:Unit teaching is a teaching method that deepens the reform of Chinese teaching, actively explores and aims to improve students' core literacy of Chinese subjects, and adapts to the future development of education. With the revision of the new version of the Chinese curriculum standards for general high schools and the use of unified high school Chinese textbooks, the concept of unit teaching has become a hot topic in Chinese teaching. However, in the teaching of Chinese units in rural high schools, there are still some problems, such as teachers' awareness of unit teaching is still weak, unit teaching objectives do not meet the requirements of curriculum standards, the integration of teaching resources inside and outside the classroom is insufficient, students' real and independent language practice is less, the way of unit teaching text integration is relatively simple, and the summary and reflection of unit teaching are not timely. Provide a variety of methods to integrate unit teaching content; Skillfully design learning activities to enhance language practice skills; The implementation of scientific evaluation and optimization of unit teaching content and other four aspects of suggestions, hoping to provide a little reference for the current rural high school Chinese unit teaching.
Keywords: rural high school; Chinese; unit teaching; Plight; Tactics.
In the process of unit teaching, teachers connect with students' life experience on the basis of understanding their real learning experience, stimulate their interest in learning, and highlight their main position in learning. However, there are still many problems in the current teaching of Chinese units in rural high schools, and these problems have different degrees of impact on the effectiveness of rural unit teaching. Therefore, the author believes that in the process of teaching group reading, Chinese teachers in rural high schools should change their inherent concepts, break through the dilemma of reality, boldly innovate and practice, and guide students to read according to the rules of the text, so that they can obtain rich knowledge accumulation and improve their comprehensive literacy in the process of learning.
1. The dilemma of teaching Chinese units in rural high schools.
The author's school is a rural high school, where most of the teachers' teaching concepts change slowly, do not establish the teaching awareness of unit integration, and basically adopt the method of single detailed lecture and detailed analysis, and the homogeneity of teaching process and method is serious, the teaching mode is fixed, and the teaching content is rigid. No matter what genre of article is, no matter what the specific content of the article is, it will always adopt the "four steps": perceiving the text as a whole, cooperating with the text**, appreciating the artistic characteristics of the text, and extending and expanding knowledge. The whole teaching process is carried out by the teacher as the main body, with the purpose of completing specific teaching tasks, and students learn rote memorization knowledge and fixed answering skills.
Some progressive teachers are also actively trying to adopt the method of unit teaching, but they are worried.
Students are unable to adapt to the new teaching methods, which will affect the test results, so they dare not boldly optimize and reorganize the text in teaching, and dare not let go of the students to learn independently
1) The ability to integrate texts is weak, and the advantages of unit teaching have not been revealed.
Because texts are classics for inheriting culture, examples of reading and writing training for students, and scaffolds for completing unit learning tasks, the selection of texts is a prerequisite for unit teaching. However, due to the weak ability of teachers' text integration, at most the comparative reading of two texts can be carried out, or when selecting texts, they do not connect with the actual needs of students, and forcefully combine several texts of the unit, and the logical structure between the texts is not clear enough, and the integrity and systematization are insufficient.
2) The theme refinement method is relatively simple, and the unit theme is not very accurate.
There is a deviation in the understanding of the connotation of the theme, and the unit theme is only understood as the ideological content theme common to several texts in the unit, and these texts are rigidly integrated, which not only ignores the personality of the text, but also disrupts the internal logic between the texts. Secondly, the setting of unit themes did not take into account the actual needs of students, resulting in insufficient internal motivation and low participation of students. Thirdly, the determined unit theme is not based on the course standard, but only uses the summary and refinement of the unit introduction, which makes the unit theme not very precise and free from the unit teaching objectives.
3) The integration of teaching resources is insufficient, emphasizing knowledge learning over ability training.
Most teachers focus on the detailed explanation of the text, instilling scattered knowledge and answering skills into the students, and often the texts with both literary quality and beauty are dismembered into trivial and scattered pieces. You can even hear them complaining that the time is too tight, the exam is approaching, and the content of the textbook has not yet been finished, what should I do. Students also lack good study habits, and most of them still focus on answering questions in class. The stubborn existence of the inherent concept of emphasizing knowledge over ability cultivation among teachers and students is a misunderstanding in the teaching of rural high school units, and it also violates the standards of high school Chinese curriculum.
4) The goal setting of the unit is chaotic and lacks integrity and hierarchical association.
When setting unit teaching goals, there are often the following problems: the goal setting is arbitrary, not guided by curriculum standards, not focusing on the whole, and not finding the context for integration. Teachers' teaching attempts are comprehensive, the teaching objectives are large and strong, complete and detailed, detailed and many, many and fragmented, fragmented and miscellaneous, and the unit teaching objectives are not focused and the goals are not closely linked; The determination of the major and difficult points of unit teaching is basically a direct copy of the teaching objectives, without considering the actual learning and practical difficulties of students, and all the problems that teachers themselves cannot solve are the major difficulties of teaching.
5) Learning activities are mere formalities, and language practice skills are not implemented.
As the subject of learning, students are not only the recipients of knowledge, but also the implementers of verbal practice. However, in the teaching of rural Chinese units, teachers control the whole class, and are reluctant to provide time for students to read, and are reluctant to provide opportunities for creativity for understanding and thinking. In order to change the situation of "a pool of stagnant water" in the classroom, some teachers often take the form of group communication and cooperation in the classroom, and set up some seemingly profound but lack of value for some of the questions for students. The certainty of teaching content and the forcible input of teachers' interpretation conclusions can neither stimulate students' enthusiasm for active learning, nor can they enable students to focus and think deeply, let alone actively construct their own knowledge framework and system.
6) The teaching evaluation method is solidified, and the feedback on teaching problems is not timely enough.
Teaching evaluation is an important means to promote student growth, teachers' professional development and improve the quality of classroom teaching, and it is an indispensable part of our reading teaching. "Timely feedback, reflection and solution of teaching problems are the starting point for improving teaching. However, the unit teaching evaluation subject of Chinese in rural high schools is single, and teachers are basically the main body of evaluation. The evaluation content focuses on knowledge and quantification, and teachers and students pay attention to the learning of knowledge points, and verify whether the teaching is effective with their results, but in fact, the content of the high school Chinese test is not directly related to teaching. The teacher's teaching reflection is either a simple review in the mind, or a few lines of text reflected in the lesson plan, and the awareness of learning and improvement is not strong, and the ** of the same text is applicable to ten texts. Students are basically passive learners, and all they get is fragmented knowledge and skills.
2. Strategies for Breakthrough in Chinese Unit Teaching in Rural High Schools.
1) Focus on the objectives of the unit and determine the direction of unit teaching.
1.Based on the course standards, analyze and integrate the content of the unit.
Teaching objectives are the starting point and direction indicators of instructional design, which play a guiding role in teaching. The curriculum standards stipulate the learning objectives and content of the Chinese courses in the senior high school level, and are programmatic and guiding documents in the field of Chinese teaching. This paper analyzes the educational function and teaching value of the learning unit, including the common characteristics of the selected texts in the unit, the relationship between the texts in the unit, the personality characteristics of the style and theme of the texts in the unit, and the relationship between the teaching and reading items and the self-reading items, etc., and on this basis, the requirements of the relevant learning task groups are concretized.
2.Take students as the main body and reflect the appropriateness of the goals.
Teaching objectives are designed for students' "learning", and teachers' "teaching" is ultimately to serve students' learning goals. The design of teaching objectives should match the cognitive reality of the vast majority of students, and fully understand the learning experience and learning ability of students related to the content they are learning, as well as the degree of interest in the content they are learning. Pay attention to the differences of students, grasp the difficulties of students' learning, and determine the difficulties of teaching; At the same time, it is also necessary to consider whether the unit objectives focus on the core and value of teaching, and whether the content of unit teaching is conducive to the cultivation of students' comprehensive language literacy. Teachers can carefully design tutorial plans to find out students' common problems and personality problems, and give individual tips and suggestions to individual problems, so that common problems can be solved as the focus of unit teaching objectives. Of course, the teaching objectives also need to be adjusted in a timely and reasonable manner according to the actual situation of teachers and students in the teaching process, and achieved and regenerated in the learning process.
2) Provide a variety of methods to integrate the teaching content of the unit.
Based on the actual learning of rural high school students, through the interpretation of in-class texts and extra-curricular learning materials, the teaching content is integrated and designed to form a teaching unit that is more suitable for the learning needs and learning characteristics of high school students, and the inherent concept of only emphasizing knowledge and ignoring literacy is eliminated.
1.Pay attention to the intention of the teaching materials and optimize the integration of teaching texts.
In the current unified textbooks, the texts of each unit are usually composed of selected texts or genre types, and the texts with the same or similar themes and the same genre are readily comparable. In order to analyze the uniqueness of texts, the most effective way is to use the existing advantages of textbooks to compare and read classic texts of the same type. For each unit, the intensive teaching texts and the brief lectures are reasonably divided into teaching tasks and different course types are designed to help complete the unit teaching in an orderly manner.
In addition to teaching according to the current textbook units, teachers can also plan the unit content according to the unit content, the characteristics of the textbook, and the teaching characteristics, starting from the verbal content, speech form and task group orientation of the text, and combining the actual needs of students. Based on the overall framework of the unit, the relationship between different class hours is analyzed around the key learning content, so that the unit forms a logical chain, so that the relationship between the various components is reasonable, the function is coordinated, and the best effect is produced.
2.Introduce extracurricular resources to promote the integration of unit content.
In order to ensure the efficient and smooth progress of unit teaching, teachers need to introduce some extracurricular resources based on the premise of facilitating various teaching activities in the classroom, but the introduction of unit resources should follow the following principles: the breadth, depth and quantity of extracurricular resources should be appropriate; Analyze the resource needs according to the unit objectives, and at the same time, it should be adapted to the students' existing cognition and the thinking characteristics of high school students. Finally, the textbook materials and the introduced extracurricular resources should be effectively integrated, and the logical relationship between resources and teaching should be established, so that the resources should produce the greatest benefits.
3.Refine the theme of the unit and coordinate the learning content of the unit.
The theme of the unit is not a simple summary of the ideological content of several texts in the unit, but a knowledge connection and system that is conducive to the development of students' thinking ability in the language discipline from the perspective of the content of the unit and the internal structure of the language discipline. Therefore, teachers should first refine and sublimate according to the curriculum standards, unit introductions, after-class exercise intentions, learning tips and teaching tasks, find the key points, and then deeply interpret each text in the unit, consider the cultural implications of Chinese teaching according to the literary characteristics of the text, and develop from multiple levels, focus on the core concepts and refine the unit theme.
The determination of the theme of the unit needs to adhere to the principle of combining teacher refinement and student selection. This requires teachers to accurately grasp students' own reading experience, awaken students' life experience, and focus on explaining what students want to learn but have doubts. Only by building a bridge in the dialogue and communication between students and the unit text can teachers mobilize students' enthusiasm for learning, drive students to participate in language practice activities, exercise students' thinking, enable them to construct their own knowledge system, and cultivate their personalized ideological quality.
3) Skillfully set up learning activities to improve language practice ability.
1.Determine the main problem of the unit and coordinate the learning activities of the unit.
The "main question" raised by Mr. Yu Yingchao has attracted wide attention from front-line teachers. He pointed out: "Asking fewer questions, being precise, practical and lively is the premise guarantee of efficient teaching, and it is an effective form of activating the classroom atmosphere and innovating Chinese teaching." Therefore, in a single teaching, it is necessary to use the "main question" to affect the reading of the whole text, and the same unit teaching needs to be combined with the core content of the unit to form the main question that can lead the learning activities of the unit. The setting of a meaningful unit "main problem" should point to the core literacy of the language subject, fully stimulate the initiative of the learning subject, and design language practice activities that match it and are related to real life around the "main problem", and at the same time, the solution of the "main problem" should be integrated with the whole process of students' unit learning, and should be able to mobilize resources from various aspects. The use of "main questions" to arrange learning activities strengthens the overall connection between the unit texts, and also avoids the frequent "broken questions and answers" in the process of reading teaching, so that students can truly become the main body of orderly activities in the classroom, promote students to enjoy learning, live learning, and finally achieve the purpose of "utilization".
2.Provide real situations to realize the connection between language and life.
The term "contextual" is distributed in almost all parts of the "General Senior Secondary Chinese Curriculum Standards (2017 Edition)", especially in the "Teaching Suggestions", which clearly emphasizes that "Chinese teaching needs to create a comprehensive learning situation", and puts forward the basic requirements for the creation of language learning situations: authentic and meaningful. Therefore, in the unit teaching, teachers should guide students to acquire knowledge and improve their abilities in real language situations, and the learning content should be combined with the situations related to students' self-growth and social development in the teaching process, so as to provide students with background conditions for communication and learning, new knowledge, stimulate students' interest in learning, and trigger students to carry out active practical activities. At the same time, teachers should also pay attention to the accumulation of humanities, reasonably design activities in the classroom, highlight the humanities in knowledge competitions, class debates, textbook dramas and other activities, and let students master the knowledge and skills contained in the texts in a subtle way.
3.Relying on the big task driven, carry out unit language practice activities.
When we hear the word "task", our first reaction comes to mind with words like "coercion", "passivity" and "oppression". In fact, such associations do not apply to all situations. In classrooms that advocate student-centered learning, the word "task" has become a necessary link between teachers, students, and core literacy.
In the process of unit teaching, we need to set a big task that can lead the whole unit to drive the whole unit teaching. On this basis, the large tasks are divided into several small tasks, and the small tasks are used to promote small activities, forming lines that connect different texts and different lesson types under the unit. Small activities are used to promote real practice, help students integrate new and old knowledge, develop a variety of cognitive strategies, and construct meaning. The completion of the whole big task is a complete unit teaching process. The unit teaching under the overall control of the big task is based on improving the students' core literacy, and reasonably integrates the teaching texts, unit teaching objectives, unit themes, and unit teaching difficulties. By setting up real situational tasks, the students' real life experience is observed, the distance between the text and the students is shortened, and the students' learning initiative is stimulated, which is conducive to the overall and systematic construction of students' knowledge.
4) Implement scientific evaluation and optimize the teaching content of the unit.
Teaching evaluation is an important means to promote student growth, teachers' professional development and improve the quality of classroom teaching, and it is an indispensable part of our reading teaching. "The author believes that when implementing large-unit teaching, we should advocate multiple evaluations and record students' reading growth in a timely, truthful and complete manner.
1.Advocate multi-subject evaluation and attach importance to the effectiveness of evaluation.
Evaluations from a single subject are often biased. Therefore, when designing the evaluation plan of unit teaching, teachers should not grasp the evaluation discourse alone, but should pay attention to the diversity of evaluation subjects, and adjust students' learning status through the evaluation of different positions and perspectives of various subjects. In general, teachers' evaluation should belong to the main part of evaluation, and teachers should make differentiated evaluations based on the characteristics of different subjects in the evaluation, and use evaluation as a lever to carry out hierarchical and differentiated teaching, so as to teach students according to their aptitude and effectively improve students' confidence in learning. At the same time, teachers should not evaluate everything, but should be good at seizing important opportunities and conducting in-depth communication at critical points to avoid causing interference to students.
On the basis of fully respecting teachers' evaluations, it is also necessary to carefully capture the different voices from peers and students themselves: in unit teaching, most of the tasks are completed by peer cooperation, and in the process of cooperative discussion among group members, who performs best, peers know best, and their evaluations are often the most objective; As the main body of learning, students themselves are most aware of their strengths and weaknesses, so special attention should be paid to students' self-evaluation.
2.Advocate multiple methods of evaluation to achieve comprehensiveness of evaluation.
The paper-and-pencil test is a common evaluation method we use, and it is also a fairer evaluation method. However, as a single summative evaluation, it only focuses on students' academic performance at the mid-term and end-of-term, ignoring the long-term learning process of students. Therefore, in unit teaching, teachers need to combine performance evaluation to achieve comprehensiveness and objectivity of evaluation. It is necessary to strengthen the design of expressive evaluation, for example, we can pay attention to students' participation in different stages of pre-class preparation, classroom activities, and completion of after-class homework, and the thinking characteristics presented, for example, students can be driven to pay attention to their own shining points through essay competitions, poetry recitation competitions, speech competitions and other activities. In the process of implementing evaluation, we can assist students to establish long-term learning files, in order to record students' real and complete learning process, examine the development of core literacy, and guide students to learn to reflect on learning and lifelong learning.
Summary: To sum up, the unit teaching is in line with the actual development needs of Chinese learning in rural high schools, and also conforms to the requirements of the reform of Chinese teaching in rural high schools. In view of some practical problems in the teaching of Chinese units in rural high schools, this paper explores the teaching objectives, unit texts, teaching resources, unit themes, unit activities, and unit evaluation. In order to promote teachers to change the traditional teaching concept, establish an integrated unit teaching concept, promote comprehensive unit learning activities, and promote the structure and integration of the knowledge learned by rural high school students, so as to highlight the educational value of "people", break through the bottleneck of the current Chinese unit teaching in rural high schools, and build a "flexible and efficient" high school Chinese classroom.