How to Infiltrate Unit Teaching Idea in Single Subject Teaching

The method of infiltrating unit teaching concept into single subject teaching;

1, according to the learning situation, design lesson plans.

In order to further improve the teaching quality, teachers should fully understand students' mastery and absorption of knowledge, strengthen students' initiative consciousness in class, encourage students to actively explore, and guide students to initially perceive the knowledge content of the whole unit on this basis.

2. Transfer knowledge and build networks.

In the whole unit teaching classroom, teachers pay attention to group cooperation and task-driven, set clear questions, let students collide with each other, gradually sort out and grasp the breakthrough point, realize the effective connection between old and new knowledge, and construct the knowledge network of this unit, thus effectively reducing the teaching tasks and difficulties.

3. Integrate into life and learn new knowledge.

Pupils are lively by nature, and there are too many teaching contents in the whole unit. If teachers still focus on a single teaching method, it will inevitably limit students' thinking divergence. Therefore, teachers should reasonably integrate into the elements of life, list some life cases that students are interested in, and organize teaching activities so that students can fully understand new knowledge.

Requirements of unit teaching design:

1, the unit teaching design should be holistic. Integrity is mainly reflected in the setting of teaching objectives and the integration of teaching content.

2. The unit teaching design should be targeted. Relevance is mainly reflected in the choice of course types related to teaching objectives and contents; Teaching methods are related to teaching objectives and contents; Teaching activities are related to teaching activities and teaching objectives.

3. The unit teaching design should be gradual. The ladder is mainly reflected in the combination of the design of teaching activities and teaching contents, from simple to complex, from single to comprehensive, from foundation to improvement, and the requirements of activities reflect the teaching principle of step by step.

4. The unit teaching design should be comprehensive. Comprehensiveness mainly reflects whether the whole unit teaching can reflect the ability of cultivating students' comprehensive use of language, including the integration of single goal and five-dimensional teaching goal, the integration of language knowledge and language skills, and the integration of single skill and multiple skills.