What's a big unit of teaching design
In the new era of teaching and learning, new curriculums, new teaching materials, new competitive examinations, and “new teaching” in the context of the new evaluation of the “four news”, one important point is the teaching of large modules of the basics. Changing backward teaching and learning patterns and moving from shallow to deep learning are at the heart of educational and pedagogical reform and are important subjects for many teachers。
Head of the revision team of the compulsory education curriculum programme, director and professor, institute of curriculum and teaching, hua tung university it states in its title “the design of the teaching of the major modules in the core of the discipline” that: “the teaching of the large modules has three dimensions: first, the design of the core of the subjects to promote the larger concepts, tasks, concepts and issues as a means of changing the pattern of teachers; secondly, the focus of many teachers on the issues of knowledge, skills and scores, while neglecting the development of students' abilities, character and attitudes, should be on the `big theory' of comprehensive parenting; and thirdly, in terms of time, the teaching of the larger modules helps teachers to understand the relationship between time and learning properly and to establish the concept of “learning people as a centre”
In short, as a teacher, curriculum design should be conducted from a higher perspective, based on in-depth study and analysis of the curriculum and teaching materials, from a student perspective. Before designing, teachers should:
1. Detailed breakdown of the curriculum
2. Development of modules
3. Study the front pages of the module (if any)
4. Careful study of module texts
5. Analysis of module content and integration
6. Module outreach
7. Further study of module practice
In fact, large modules can be designed either on the basis of natural modules of teaching materials or restructured on the basis of interdisciplinary or multidisciplinary integration, although the reorganization of large modules also places higher demands on the capacity of teachers。
How to do the big unit design
How can the implementation of the new curriculum be studied and the design of large modules be carried out to achieve consistency in teaching and learning? The core members of the ministry of education's revision of the language curriculum for compulsory education in 2022, and the professor of the university of the south-west, von wiedong, pointed out in the basics of teaching in large modules and the path to implementation that the basic steps of teaching implementation are approximately four:
First, to define the objectives of the situational mission. The measurement of teaching objectives is based on the national curriculum standards, which are disaggregated by curriculum standards; the understanding of the student's level of learning and learning needs, which is based on the student's academic background; the rational use of textual texts and the analysis of the modular and time-specific objectives of teaching materials; and the transformation of these teaching objectives into situational tasks and activities。
Second, design holistic teaching content. An integrated approach to teaching and learning begins with the development of core knowledge (big concepts) based on contextual tasks. In addition, teachers need to make reasonable choices and use of the various curriculum resources. This also places higher demands on the ability of teachers to operate. Thus, whether a teacher is a “go-and-go-hunter” person, and whether the school provides students with the materials, texts and curriculum resources needed for their learning activities, is critical to the teaching of large modules and for the teaching of task groups。
Third, course activities and experience design. Designing teaching activities, stubs, strategies, processes that enable students to develop effective curriculum experience. How creative, participatory and effective learning activities are designed is the most important part of the teaching of the larger modules。
Fourth, exchange of experience and evaluation of courses. This is closely linked to the objectives and content of the course. A growing number of teachers now focus on process and even pre-evaluation. The reverse teaching design pre-empts the chain by providing guidance, guidance and monitoring of evaluations。
In practice, teachers can operate as follows:
1. Analysis: mastery and understanding of the curriculum, analysis of teaching materials and learning, definition of the goals of the larger modules (core literacy)。
2. Design: preparation of large module design concepts based on the unit's objectives and production of teaching structure charts, time-planning tables。
3. Development: development and use of teaching materials under the theme of the large modules, streamlining of teaching processes and activities, selection of appropriate teaching strategies and teaching methods。
4. Implementation: class breaks are implemented, and only one of the classes is selected for this competition。
Evaluation。
The following is a case-by-case example of how large modules are designed. The case study was selected from the huang sang-hee team at hunan geology high school, which is required in the upper secondary language to design the teaching module of the book " module 1 youth growth " 。
01
Analysis of teaching materials
This module, which has as its human theme the “youth extremism”, consists of three lessons, and includes five poems, “hungwon changsha” and “red candles on earth”, “the side of the snow peaks of zezhue”, “to skylark”, and two novels, “the lilies”, “oh, snow”。
This module is devoted to contemporary poetry and novels, which together form the learning content of the “literacy reading and writing” task group, with the chinese ancient poems of the mandatory third module, the chinese classics of the compulsory seventh module, the chinese ancient plays of the compulsory second module of the compulsory next volume, and the chinese and foreign novels of the compulsory sixth module of the compulsory next volume。
The standard for language courses in the general high school (revision 2020 of the 2017 edition) (hereinafter referred to as “curricular standards”) states: “the purpose of this group of tasks is to guide students in the reading of distinguished literary works such as ancient and ancient poetry, essays, novels, scripts, etc., so that students can enhance their literary appreciation in the process of feeling images, tastes, emotions, as well as to try to write literature, write literary reviews, thereby enhancing their aesthetic appreciation and communication skills.”
02
Unit objective
Feel the ambition and ambition of the great revolution of the leader of the revolution, understand the author's interest in the future of the nation, inspire youth, understand the value of youth, open up to the ideals and embrace the future。
2. To understand the content of the poems and novels in this module, to understand that poetry uses the emotive technique of expression, to grasp the characteristics of narratives and narratives, and to appreciate the unique charms of poetry and novels。
3. Learning to appreciate work from different perspectives, such as language, image and emotional characteristics, to gain aesthetic experience and to enhance the appreciation of literary works。
4. Attempt to write poetry in conjunction with the study of this module of poetry. The work of this module can be used as a model for learning, or it can be used as a study material for its own favorite medium and foreign poetry, starting from life, looking for material, stimulating poetry and giving a sense of truth. General skills in poetry writing, language-oriented hammering。
03
Unit big task
Based on the curriculum standards, text of teaching materials and reading aids, and guided by the objectives of the modules, the main task of this module is to “preparate a class poem”:
On the basis of reading and appreciating the five poems of this module, a summary of the patterns of poetry creation is drawn up, and criteria for evaluation of poetry are drawn up, which is used as a basis for the creation of poetry for the class poetry book " songs of youth " , in conjunction with the feelings and thoughts of youth arising from reading the poems and novels of this module. In accordance with the evaluation criteria for poetry, poetry is appreciated and evaluated, and selected works are consolidated into a class poem, the song of youth. • a poetry reading session entitled “young hymns — in the name of poetry” was held, and works suitable for reading were selected from a class poem entitled “the song of youth”。
04
Specific tasks and class allocation
The teaching design of this module is based on two dimensions of the art of poetry and novels, in two sections。
The first plate, how to read and write poetry
The focus is on lessons 1 and 2 and " placing on the earth " , " red candles " , " sides of the snow peaks " , " to skylark " 。
First lesson, first reading of perception, knowledge of the world
In the second lesson, analyze the images of poetry, capture poetry and emotions
In the third lesson, analyze the image of the master and capture poetry
In the fourth lesson, analyze the image of the poet and the master of love, and grasp the emotion of poetry
Class five, mastering the linguistic characteristics of poetry and learning to create poetry
Lesson number six, develop criteria for the evaluation of poetry and select poetry
Class seven, poetry reading
Number two, how to read novels
Focus on lesson no. 3, lily, oh snow。
Class eight, combing the plot, summing up the novel narrative skills
Lesson number nine, characterize, analyze the details and the environment
Lesson 10, visualization, insight into the subject of novels
05
Mindchart
There is no limit to learning, and there is never more than one definition, one approach to teaching design. Large modules, interdisciplinary integration, and information technology integration ultimately aim at better parenting. Teachers who believe in good and hard work can certainly become better。
Common problems in preparing for the big modules
1. Is the selection of a large unit's pedagogical design subject subject subject to selection of the unit or chapter
A: yes。
Does it have an impact not to select large unit design
Response: no impact。
3. Do you have to choose large modules for the selection of lessons
A: not necessary。
In particular, how can the “teaching design notes for large modules” be completed
Answer: when selecting a question, select a unit or chapter and change the name of the class。
In [teaching] - [teaching design] - [telephone design description], write clearly the design time frame, thinking, etc., and select one of the sessions to be implemented。
