Reconstruction of the Teaching Path for Large Units
Abstract
knowledge structuring”. However, at present, the construction of large unit teaching paths in China is still in the initial stage of theoretical
research, with a hundred schools of thought vying but no consensus yet reached. This article analyzes the feasibility of reconstructing the
teaching path of large units from three paths, and points out the teaching path of implementing core literacy curriculum reform by carrying
out large unit teaching based on disciplinary concepts.
Keywords
Full Text:
PDFReferences
[1] Xuehua Cai. Structured Strategy of Topic based Teaching Based on the Concept of Disciplines [J]. Middle School Teaching Reference, 2021 (22): 41-42.
[2] Opinions of the Central Committee of the Communist Party of China and the State Council on Deepening Education and Teaching Reform and
Comprehensively Improving the Quality of Compulsory Education [N]. People’s Daily, July 9, 2019 (001).
[3] Refl ective Education: Transitioning towards the Concept of ‘Global Common Interest’? “[J]. Reading, 2020, (23): 65.
[4] Gang Li, Lijie Lv. Analysis and Enlightenment of Curriculum Design Patterns around Big Concepts Abroad [J]. Comparative Education Research, 2018,
40 (09): 35-43.
[5] Zhengtao Li, Juan Wen. The Integration of Five Education and the Construction of a New Education System in the New Era [J]. China Electronic
Education, 2020 (03): 7-16.
[6] Changjiang Wang, Da Yin, Qiu An. Tracing the Origin: Four Basic Issues in Teaching Core Competencies of Subjects [J]. Educational Theory and
Practice, 2020, 40 (29): 3-6.
[7] Baohe Song, Mingzhi Shi. Innovation in the Evaluation System of the Chinese College Entrance Examination [J]. Curriculum, Textbooks, and Teaching
Methods, 2020, 40 (05): 132-137.
[8] Yunhong Cui. How to carry out large-scale unit design pointing to the core competencies of disciplines [J]. Beijing Education (General Education Press),
2019 (02): 11-15.
[9] Xuejian Wang, Yan Shi. The Connotation, Characteristics, Diffi culties, and Response Strategies of Ideological and Political Education in the New Era
Curriculum [J]. Journal of Xinjiang Normal University (Philosophy and Social Sciences Edition), 2020, 41 (02): 50-58.
[10] Jun Ma, Zhengting Li. The Fundamental Principles and Implementation Paths of Ideological and Political Course Reform and Innovation in Colleges
and Universities in the New Era: A Review of the Seminar on “Reform and Innovation of Ideological and Political Courses in Colleges and Universities in
the New Era” and the 12th National Conference on Teaching and Research of Ideological and Political Theory Courses in Higher Agricultural and Forestry
Colleges. Journal of Ideological and Theoretical Education, 2019 (10): 158-159.
[11] Hongmei Sui. Unit Teaching Research Based on UbD Theory from the Perspective of Big Concept [D]. Liaoning Normal University, 2022.
[12] Shasha Wu, Weifeng Hao. Exploration of Curriculum Openness and Integration Mechanism Based on Interdisciplinary Degrees: A Case Study of Open
Degrees at Open Universities in the UK [J]. Adult Education, 2024, 44 (02): 37-44.
[13] Yunhong Cui. How to carry out large-scale unit design pointing to the core competencies of disciplines [J]. Beijing Education (General Education Press),
2019 (02): 11-15.
[14] Fancheng Kong. Contextual Teaching in the Perspective of the New Curriculum Standards for High School Chinese [J]. Chinese Language Teaching
Newsletter, 2018 (16): 25-27.
[15] Xiaotong Zhao. Exploration of the Connotation of Literacy oriented Music Unit Teaching [J]. China Music Education, 2022 (05): 30-36.
DOI: http://dx.doi.org/10.18686/modern-management-forum.v8i6.13248
Refbacks
- There are currently no refbacks.
