Author(s)

XiaoYu Liu^*, JunJun Wu

Affiliation(s)

College of Education, Capital Normal University, Beijing 100048, China.

Corresponding Author

XiaoYu Liu

ABSTRACT

China's recent curriculum reform for primary education has placed a strong emphasis on teaching driven by core literacy. To this end, "large-unit teaching" has emerged as an innovative approach to teaching language in secondary school classrooms. Nonetheless, it is challenging to move at a snail's speed when teaching a substantial language unit. Large-unit instruction must be implemented creatively in the classroom, single-unit instruction must be used logically to create a ladder that will help students develop reading comprehension skills, and single-unit instruction must be viewed dialectically. It is blending everyday life, distilling essential ideas, constructing authentic scenarios, and structuring work teams. In order to accomplish the integration of teaching and research, we simultaneously fortify the framework of the school language large-unit teaching discipline, amass outstanding large-unit teaching experience, enhance teachers' control over large-unit teaching, and actively collaborate with colleges and universities.

KEYWORDS

Core literacy; Large-unit instruction; Contextual tasks; College collaboration

CITE THIS PAPER

XiaoYu Liu, JunJun Wu. A reflective inquiry into language large-unit teaching based on core literacy. Trends in Social Sciences and Humanities Research. 2024, 2(4): 113-117. DOI: 10.61784/tsshr3037.

REFERENCES

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