Abstract:

The effective implementation of the core literacy curriculum objectives requires teachers to go beyond the “one lesson,one preparation” principle of class hours and implement teaching design based on the unit as a whole, which is not only conducive to the targeted optimization of the curriculum and the development of students’ core literacy, but also conducive to the professional development of teachers. However,in the educational reality,there are still shortcomings such as teachers one-sided interpretation of the connotation of the overall teaching design of the unit,and the polarization of the content and process of the design,which restricts the manifestation of the value of the overall teaching design of the unit. To this end, the connotation of the overall unit teaching design is explained, and the overall unit teaching design is attributed to the natural unit type of textbooks, the teaching content integration unit type and the development goal integration unit type. In teaching practice,teachers should set teaching objectives based on the development of student literacy,select teaching content through the connection of learning content,organize teaching methods based on student learning, and follow the implementation path of “individual conception-collective discussion-personalized design”. Among them, teachers’ independent conception is the premise of implementation,collective discussion is the key to implementation,and teacher redesign under the guidance of collective discussion results is the direct basis for implementation.

Key words: unit integrated teaching design, unit teaching, core literacy, curriculum optimization