For us English teachers, what is the overall unit teaching? Is it a teaching philosophy? Or a design method? Or is it a teaching process? How to carry out overall unit teaching? What should I pay attention to first? What to do? What to do in the end? Have you ever thought about these questions and sought answers?
is familiar and unfamiliar with the understanding of "unit overall teaching". How can we get closer to the unit and into teaching design by understanding it? This problem is also urgently needed by many school teachers.
Use the teaching concept of one unit to link the overall teaching of the unit with the development of students' literacy. Teachers need to understand the functions and topic characteristics of the textbook units based on the course objectives and course content, start from the unit, teach in an orderly manner during the class and consolidate knowledge such as vocabulary and grammar, and aim to use the language to drive the internalization of language knowledge and the transformation of ability, and effectively optimize the learning process of students. Develop learning, thinking and cross-cultural abilities in the process of improving language abilities.
uses a unit design method to connect the basic elements of classroom teaching with students' experience. Teachers need to optimize and improve design elements, design methods, and design processes. As the management institution of basic education of Guangdong University of Foreign Studies and Foreign Trade, Guangwai Education Group actively explores a high-quality and international basic education development path with the concept of "education conveys value". To help teachers' development, Shanghai Education has formulated a "1+3" training plan for primary school English teachers.
In June this year, the "First Experience of Unit Overall Teaching" under the "1+3" training plan also began to learn online classes. Unlock course content, study check-in, and homework tasks in three stages in different time periods.
When unlocking course content, it is our regular "supervisor" service in the training group to drive school teachers to enter the course catalog regularly through "sharing key points sharing". The first stage "Judge whether teaching design solves problems" brings everyone to understand the set teaching objectives, established teaching topics, designed teaching blackboard writing, design teaching process, and design teaching activities; the second stage "Analyzing how teaching design thinks about problems" brings everyone to understand how to interpret textbooks, set goals and design topics from the perspective of unit optimization, and think about how these designs can support classroom implementation; the current third stage "Analyzing how teaching design solves problems" brings everyone to understand how the content can be integrated after interpreting the textbooks, setting goals and designing topics, how to design the process, how to design blackboard writing, how to design homework, and how to present these designs in a unit of teaching.
When you are learning to check in, recording the insights, gains and confusions of each learning through "note upload" is one of the ways for us to understand the learning situation and learning effects of school teachers. This is also the learning requirement of this course training. The notes recorded by everyone can see everyone's sorting out different key points, the words that experts have helped us refine, the words that we have summarized ourselves, the feelings we have after learning, problem thinking, and teaching reflections... In addition to sharing our own notes, we can also share the notes recorded by other teachers and the understanding of the content we have learned.
When completing homework tasks, we use "Fill in and submitting the task form" to talk about the conceptual basis involved in the overall teaching of the unit, evaluate the classroom effect of teaching design cases, and combine our own textbooks to try teaching design. This is the main way for us to test whether school teachers accurately understand the overall teaching concept of the unit and appropriately apply teaching design methods. In addition to detecting learning results through task lists, teachers can also help them learn and summarize through task lists.For example, in the first stage of learning, when reading the question "Does the teaching text contain the target language?", I found that the core vocabulary is not in the teaching text, and I need to further think about how we can embed never into the teaching text in this lesson; when analyzing the information and structure in the discourse text, I will in turn read the question "Does the teaching topic consistent with the text content?", the emotional sublimation language It’s my love for mum! How can I adjust the topic of class again?
After two stages of lecture listening, observation of excellent lesson examples, and analysis of case, the overall teaching concept of the unit in the teachers' minds has gradually become clear, but what are the common problems that exist when designing teaching and how to solve these problems are the key points of feedback. Therefore, when performing task feedback, experts summarized the core issues through the "task list content" and also summarized and commented in blocks. This will provide guidance and advice to teachers of Guangwai Education Group to protect teachers' future unit paths.
Now the course has entered the third stage, and the course content, learning check-in, and homework tasks are still in progress. In the teaching design and practice from the perspective of unit optimization, we continue to explore and understand the teaching design of "from teaching content to decomposition of activity content, from language training to promotion of language expression, from core content to presentation of language logic, from completion content to detection of completion methods".
