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REN Mingman, WEN Yihan. Large Unit Teaching Designof Chinese: Integrationand Evaluation Strategy[J]. Journal of Teacher Education. doi: 10.13718/j.cnkij.sjy.2024.03.00
Citation: REN Mingman, WEN Yihan. Large Unit Teaching Designof Chinese: Integrationand Evaluation Strategy[J]. Journal of Teacher Education. doi: 10.13718/j.cnkij.sjy.2024.03.00
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Large Unit Teaching Designof Chinese: Integrationand Evaluation Strategy

  • College of Teacher Education, Southwest University, Chongqing 400715, China

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  • MSC: G633.3

  • To design large unit teaching based on Chinese textbook,it is necessary to reflect on the feasibility and localization of large unit teaching,clarify its scope of application, and clarify the relationship between large unit and learning task group and textbook unit. For different types of textbook units, following the guidance of the core concept of the new curriculum standard, sorting out the consistency of humanistic themes, language elements and texts, pursuing the common agreement between language content and language form, and directly facing the deviation and reconstruction of theme control and text characteristics are the basic strategies for refining big idea. Transforming big idea into basic problems and designing advanced learning tasks with basic problems as the core can achieve the consistency from the outside to the inside of large unit teaching. Combining process evaluation with summative evaluation, matching appropriate evaluation methods according to the type of teaching objectives and learning task characteristics, developing targeted evaluation tools are the basic strategies for evaluating the progress of large unit learning.
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Large Unit Teaching Designof Chinese: Integrationand Evaluation Strategy

Abstract: To design large unit teaching based on Chinese textbook,it is necessary to reflect on the feasibility and localization of large unit teaching,clarify its scope of application, and clarify the relationship between large unit and learning task group and textbook unit. For different types of textbook units, following the guidance of the core concept of the new curriculum standard, sorting out the consistency of humanistic themes, language elements and texts, pursuing the common agreement between language content and language form, and directly facing the deviation and reconstruction of theme control and text characteristics are the basic strategies for refining big idea. Transforming big idea into basic problems and designing advanced learning tasks with basic problems as the core can achieve the consistency from the outside to the inside of large unit teaching. Combining process evaluation with summative evaluation, matching appropriate evaluation methods according to the type of teaching objectives and learning task characteristics, developing targeted evaluation tools are the basic strategies for evaluating the progress of large unit learning.

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