Why should the Chinese teaching design of large units be oriented to learning task groups? What is the question raised?

1. Unit name and class hours, that is, what to learn in how much time

Unit 4 of the Chinese Compulsory Course 4 of the People's Education Press is a biography-type classical Chinese unit. The authors are Lin Xiangru and Su Wu. and Zhang Heng. The author set the name of this unit to be "Thumbs Up for the Feelings of Home and Country". During the learning process of this unit, students also need to contact Unit 4 of the Chinese Compulsory Courses 1, 2, 4 and 5 of the Guangdong Education Edition and click on the link Classical Chinese Verses, Short articles on literary and grammatical knowledge such as function words and special sentence patterns, as well as teaching material resources such as the news report about Yuan Longping in Unit 2 of the Compulsory Course 5 of the Cantonese Education Edition, Shen Yingjia's "Happy to See the Thousand Waves of Rice and Shu".

2. Unit objectives, that is, what problems this unit will solve and what students are expected to learn

The author has formulated four learning objectives for the biography classical Chinese unit "Thumbs Up for Family and Country": 1. Through independent study of texts with the help of annotations and reference books, sort out basic knowledge of classical Chinese and common sense of literature and culture, and improve core competencies such as "language construction and application". 2. Summarize the character characteristics of the protagonist through text analysis, and improve core qualities such as "cultural inheritance and understanding". 3. Through group cooperation and communication, use modern forms such as textbook dramas and award speeches to praise the protagonist's "feelings for family and country", and improve core qualities such as "aesthetic appreciation and creation". 4. Improve core competencies such as "thinking development and improvement" by participating in a series of independent, cooperative, and exploratory task group learning.

3. Evaluation tasks, that is, how to know that students have learned it

Based on the learning objectives of this unit, the author formulated an evaluation rubric, divided into starting (0-9 points), development There are four evaluation levels (10-14), completed (15-19 points), and model (20-25 points) and corresponding points are assigned. The scores are divided into self-evaluation (accounting for 20%) and group evaluation (accounting for 30%). and teacher evaluation (50%).

4. The learning process, that is, what kind of learning needs to be experienced in order to learn

As for the learning process, its essence is to design the learning experience accumulation process of students. In order for students to complete the task group of "Praise for the feelings of family and country", students must conduct self-exploration through interlocking learning processes such as studying texts, performing textbook plays, explaining knowledge points on literature and grammar, and discussing and analyzing characters' images and personalities. In the thinking collision of interaction with students and students, teachers and students, the core Chinese literacy abilities such as self-study ability of classical Chinese, text discussion and analysis ability, language organization and expression ability, and cooperation, communication and interaction ability are improved.

5. Assignments and tests, that is, whether students have really learned it

The author has designed a series of assignments and tests for this unit. For example:

Pre-class assignment: fill in the form and organize common knowledge about classical Chinese, literature, and culture related to the biography of this unit. In-class assignment: Draw a character relationship diagram of the biography of this unit. After-class homework: Assuming that Zhang Heng "travels" to our modern society, please analyze Zhang Heng's subject advantages based on the relevant content of the original text of "The Biography of Zhang Heng" and provide Zhang Heng with specific suggestions for selecting subjects for the college entrance examination. Comprehensive question: Assume that the "Moving Ancient Chinese Figures" award ceremony will be held now. Please imitate the passion and literary talent of Yuan Longping's award speech in the "Moving Chinese Figures of the Year" column, and write award speeches for Lin Xiangru, Su Wu and Zhang Heng respectively based on the biographical content.

6. Post-study reflection, that is, how to allow students to manage their own learning through reflection

After studying this unit, the author designed to let students start from " Summarize and analyze your learning situation in this unit from three dimensions: "like yourself for your excellence", "cheer for the future" and "like your model classmates".

The teaching of Chinese unit learning task groups under the concept of big concepts is conducive to helping students establish a good "foundation" of knowledge and construct the necessary knowledge base; the drive of task groups improves students' ability in the process of solving problems As their wings become more mature, their soaring wings become more powerful, helping to cultivate students' enterprising spirit of independent exploration and courage to pioneer. American education scholar Rick Smith pointed out: "To establish classroom management of high-quality teaching, procedures come first. The clarity of the track of the program determines the direction and speed of the train of teaching content. The program is the track, and the teaching content is the train."

"In the practical process of teaching design of Chinese unit learning task groups under the concept of big ideas, teachers must firmly grasp the big idea as the locomotive, design the program track of unit learning task groups, and drive unswervingly and boldly, so that students can appreciate The beautiful scenery with constant surprises along the way of Chinese learning will subtly improve the core literacy of Chinese language.