[Abstract]: Core literacy is centered on cultivating "well-rounded individuals", and writing is the process of artistically processing life materials. The teaching of writing under core literacy should be based on students' lives to implement the development of their language use and thinking abilities. According to the "Compulsory Education Chinese Language Curriculum Standards (2022 Edition)", curriculum evaluation should be conducive to promoting student learning, improving teacher teaching, and promoting the development of students' core subject literacy. Based on this, the author takes the teaching of the "Kaleidoscope of Life" exercise in Unit 5 of the fourth grade Chinese textbook as an example, conducts classroom practice research from the following five aspects, creates real life situations, and effectively constructs a "teaching learning evaluation integration" classroom model in large unit teaching through evaluation to promote learning and teaching, enabling students to achieve comprehensive development of core literacy in Chinese language subject through writing expression.

[Keywords]: Core literacy, large unit teaching, composition teaching, "teaching learning evaluation integration"

The "Compulsory Education Chinese Language Curriculum Standards (2022 Edition)" point out that "teachers should establish the awareness of" teaching learning evaluation "integration, scientifically choose evaluation methods, use evaluation tools reasonably, properly use evaluation language, pay attention to encouraging students, and stimulate learning enthusiasm." It clearly puts forward the requirement of "teaching learning evaluation integration" and provides detailed guidance. Taking academic quality standards as the core and implementing the integration of teaching, learning, and evaluation has become a key focus of teaching reform, which has also put forward new requirements and challenges for composition teaching. The integration of teaching, learning, and evaluation in composition teaching is like a green vine, full of vitality and vigor. This is not only the requirement of the new curriculum, but also the height pursued by Chinese language teaching workers.

In the era of core literacy, students need to engage in deep learning and large-scale unit learning. The core of large unit teaching should be to move from scattered to interconnected, from superficial to in-depth, and from being far away from life to solving practical problems. It is not difficult to see that Chinese language teaching that focuses on core competencies calls for real language use scenarios and emphasizes the integration of activities and tasks that are relevant to real-life situations. The value pursuit of "teaching learning evaluation integration" clearly places students' learning at the forefront of teaching activities. Core competencies should be constructed in active language practice activities. Teachers should change shallow, trivial, and fragmented teaching methods, create learning situations closely related to students' experiences and consistent with unit learning content based on real tasks, integrate teaching resources, design learning activities as a whole, drive students' reading, writing, evaluation, and reflection, comprehensively apply various knowledge and abilities in active language practice activities, solve corresponding tasks, cultivate writing awareness, perceive writing rules, stimulate writing motivation, learn writing methods, establish writing concepts, and thus enhance core competencies as a whole.

1、 Based on core competencies, design the overall unit

This unit is a writing unit, and the core objective of the unit is to learn how to write something clearly. Through the study of the two intensive reading texts "Sparrow" and "Climbing the Peak of the Heavenly Capital" in this unit, students have learned how to write a thing clearly, that is, to write the cause, process, and result in the order of the development of the thing, and also to write the part about the process of the thing clearly. How to write it clearly? In the text 'Sparrow', the author accurately describes the process of the old sparrow fighting against the hunting dog and rescuing the young sparrow from several aspects of seeing, hearing, and thinking. Climbing the Peak of Tiandu "clearly depicts the process of" me "from being afraid to climb to finally climbing the peak by writing two conversations between" me "and the old grandfather before and after climbing the peak. In order to help students further write unit exercises, the textbook also includes two example exercises. My Apricot is Ripe "revolves around" apricot "and writes about the sequence of events, including talking about apricots, counting apricots, stealing apricots, beating apricots, and dividing apricots. The part where grandma beats and divides apricots is described very clearly through actions and language, as if you can see grandma beating apricots. The Little Wooden Boat "revolves around the process of events, from being inseparable to the breakdown of friendship, from ongoing conflicts to reconciliation, with a very complete narrative of the events. However, the contradiction lasted for several months, but the author only mentioned it in one sentence, which also tells us that to write something clearly, we need to have a focus and cannot cover everything without distinction of importance. The exercises in this unit are based on the transfer and application of writing experience from the unit text and exercise examples. The guidance for writing should integrate the learning resources of this unit and have a perspective of the larger unit.

Adopting the form of unit holistic teaching, based on the concept of unit holistic teaching, the author has determined the overall concept of this unit: to use the "six elements" and detailed descriptions to write things clearly. Core question: How to write something clearly? Core task: To record and showcase our school's "Qiji Sports Festival" through the "Life Time Exhibition". Decompose the "Kaleidoscope of Life" into four sub tasks: telling stories of famous artists, exploring the code of time, skillfully depicting the "Kaleidoscope of Life", and capturing a beautiful life.

Big concept: Write things clearly using the "six elements" and detailed descriptions

Core question: How to write something clearly?

Core task: To record and showcase our school's "Qiji Sports Festival" through the "Life Time Exhibition"

Subtask Subtask Content Lesson Content Learning Achievement Task Group

Subtask 1

Pre task for Famous Stories: Climbing mountains or engaging in other fun activities with family and friends on weekends.  

Choose a picture from the "First Test of Skills" section, relate it to your own life, and write the content clearly in the picture.  

Basic task group

Understand the unforgettable stories written by two famous artists, "Sparrow" and "Climbing the Peak of the Heavenly Capital". (1 class hour)

Subtask 2

Explore the time code with the help of "Sparrow", "Climbing the Peak of the Heavenly Capital", and communication platforms to explore the "six elements" of narrative and the code for writing a good story. (1 class hour)

Revise the visual composition in the initial test of skills; Complete a small practice of cooking and cleaning glass for yourself and your family.  

Developmental task group

Explore the secret of using detailed descriptions to depict stories through platforms such as "Sparrow" and "Climbing the Peak of the Heavenly Capital". (1 class hour)

Subtask 3

Using clever brushstrokes to depict the "Kaleidoscope of Life", complete the "Kaleidoscope of Life" exercise with the examples of "My Apricot is Ripe" and "Little Wooden Boat". (2 class hours)

Combining text and images to write unforgettable life stories.  

Developmental task group

Subtask 4

Plan to participate in the "Qiji Sports Festival" and record the beautiful moments of a better life. (1 class hour)

Showcase 'My Sports Festival' in the school exhibition area.  

Expanded task group

2、 Based on student development, clarify teaching objectives

The teaching objective is the foundation and guidance for achieving the integration of teaching learning evaluation. Setting clear and specific teaching objectives can provide direction for the teaching process and enable targeted evaluation. Under the guidance of the core competency concept, teachers should strengthen the analysis of learning situations and design teaching objectives based on students' development needs in the process of guiding unit exercises, laying the foundation for the integration of 'teaching learning evaluation'.

For example, under the theme of "Kaleidoscope of Life", students are required to "write down one thing clearly". Analyzing the textbook, it can be found that two intensive reading texts remind students to "write about something clearly, including the cause, process, and result of the matter", as well as to "explain the time, place, and characters clearly", and to "write things in a certain order"; Two self reading texts, a 'communication platform', and a 'first attempt at skills' are further methods to help students master and consolidate the idea of' writing things clearly '. In practical writing guidance, the author found that the difficulty of students' writing is not the inability to clearly explain "time, place, and person" - which is relatively easy for students with writing experience to achieve, nor is there a lack of "cause, process, and result". The real difficulty lies in not knowing what "writing clearly" means. Therefore, when setting teaching objectives, the author has put forward specific requirements around this point. In addition, the "Compulsory Education Chinese Language Curriculum Standards (2022 Edition)" have put forward clear requirements for the development of students' subject core literacy. The content of this unit is of great significance for cultivating students' writing ability and promoting their thinking development. Therefore, the author cleverly integrates the requirements of core competencies into teaching objectives, providing guidance for subsequent teaching and evaluation.

Based on the above research, the author has identified the following goals in the teaching design: 1. Pay attention to observing life, find memorable things in your own life, and write down their causes, processes, and results clearly; 2. Be able to write down what you see, hear, and think, clearly demonstrating the important content of the development process of things; 3. Communicate about the content of the assignment, humbly accept opinions from others, and provide suggestions for peers' assignments to make the expression of things more specific and vivid. Based on the guidance of the objectives, the author constructed a corresponding teaching scenario: in this unit, we followed the author to observe carefully, experienced the insignificant things in life with our hearts, met an old sparrow who bravely and fearlessly saved the child, and discovered the key to the author writing things clearly from different perspectives. Today, let's reminisce, read, draw, write, revise, and evaluate our most unforgettable life stories. Through the "Kaleidoscope of Life", we can experience the colorful and vibrant world in the ordinary world. Then guide students to read examples, learn methods, write essays, and finally make evaluations based on the target requirements, in order to achieve the integration of teaching, learning, and evaluation.

In summary, in this teaching design, the author focuses on analyzing the textbook content, learning situation, and the "Compulsory Education Chinese Language Curriculum Standards (2022 Edition)", and has designed clear and distinct teaching objectives at multiple levels. This goal is not only beneficial for students to complete the writing requirements of this lesson, but also for the development of their Chinese language core literacy. At the same time, it can provide guidance for optimizing the teaching process.

3、 Strengthen interactive communication and determine evaluation criteria

In the process of achieving the integration of teaching, learning, and evaluation, the author fully respects the subject status of students, strengthens interactive communication in classroom learning activities, allows students to participate in the process of formulating writing evaluation standards, promotes students' understanding of the task requirements of evaluation, and achieves the goal of "learning evaluation construction".

For example, regarding the writing theme of "Kaleidoscope of Life", the author first uses multimedia devices to present pictures of various interesting things in life, creates context, determines events, and introduces the writing theme; Students write down the things they want to share based on the textbook prompts, and preliminarily determine the writing task and direction. In this stage, creating appropriate context can better stimulate students' interest in expression. By displaying students' life photos, we can awaken their life experiences, make them pay attention to memorable events, clarify writing tasks, and make students understand that life is like a kaleidoscope, worth savoring and recording.

Teaching clip:

Teacher: Classmates, in this unit, we witnessed a touching scene of an old sparrow protecting a young sparrow. Together with the young author and grandfather, we climbed the Heavenly Peak, learned many writing methods, and explored the code of time.

In this unit, we are going to write about something that leaves a deep impression. What kind of thing should we choose to write about? The writing requirements provided us with some references.

You can choose to experience things firsthand, such as receiving an unforgettable gift, receiving touching applause, interesting mosquito catching stories, or embarrassing troubles. In short, some of these things make you happy, some move you, and some bother you.

(Play photos provided by students from their daily lives and recall interesting past events.)

It is precisely these rich emotions that leave a deep impression on you about this matter. Who wants to share the story behind your photos.

Sheng: One night, my friend Qiqi and I found a snow-white stray cat on the roadside of our community. It looked very hungry and pitiful. So we went home to get cat food to feed it. The kitten knows there's something delicious, and its meowing sounds are all different now. Before we could pour out all the cat food, he plunged into the box and wolfed it down. Half of the cat food disappeared in an instant, and we found it both pitiful and adorable. I made several more nests for him. And I have to go see him every day when I go downstairs to play. Bring him cat food and water. So, we became good friends. Although it has been a long time since then. But the thought of getting along with the kitten and parting ways with it makes me sad.

Teacher: These things can be used as materials for your writing. You can also choose a few memorable things and tell them to your teachers and classmates. Let them evaluate and choose the thing that interests you the most as your writing content.

Next, the author guides students to review the methods of organizing the text, and uses tables to clarify the order and outline the writing. The teacher showed the blackboard of the two texts "Sparrow" and "Climbing the Peak of the Heavenly Capital" and emphasized: "To write something clearly, we need to write it in a certain order, which can be in the order of" cause, process, result "or in the order of" before, during, and after ". Now, please use a table to sort out the writing order of these two articles and use keywords to form an outline to show the author's writing order." This unit is a writing unit, and the writing requirement is "write something clearly". In the two classes of "Sparrow" and "Climbing the Peak of the Heavenly Capital", students learned to write down an event clearly in the order of "cause, process, result" and "before, during, and after". The author mobilized students' old knowledge and guided them to transfer and apply the strategies in the intensive reading text. This not only helps students quickly clarify the order of events, but also cultivates their thinking qualities, making them realize that learning is a process of connecting before and after and jointly constructing knowledge. Finally, the author guides students to engage in discussions and jointly develop writing evaluation criteria based on teaching objectives, outlines, and reading experiences. During this process, keep asking questions: According to the goal requirements, could you please explain how many requirements were put forward for the writing in this class? Based on these requirements, what aspects will you focus on when evaluating essays? Through joint discussions between teachers and students, the final writing evaluation criteria include the following content. According to the requirements of the evaluation criteria, students have formed a clearer understanding of how to plan writing content.

Life Kaleidoscope Evaluation Form

Evaluation Criteria for Learning Tasks: Self Evaluation, Other Evaluation, and Revision Suggestions

I will choose materials that can pay attention to observing what happens in life and make simple records.  

☆☆☆ ☆☆☆

Be able to choose the appropriate materials for this assignment. (This incident left a deep impression on me)

☆☆☆ ☆☆☆

The title is attractive. (Everyone will be interested)

I will write a design story framework: write in a certain order, presenting the cause, process, and result of things.  

☆☆☆ ☆☆☆

Write down the key parts clearly: be able to write down what you hear, see, and think of, and write down important content clearly.  

☆☆☆ ☆☆☆

Being able to express one's true feelings and emotions

☆☆☆ ☆☆☆

The story sharing session can provide reasonable revision suggestions to classmates around "writing clearly".  

☆☆☆ ☆☆☆

Be able to think and revise one's own writing based on classmates' suggestions.  

☆☆☆ ☆☆☆

In summary, in this teaching design, the author establishes a connection between new and old knowledge, guides students to explore writing methods from examples, further understands writing requirements, and discusses evaluation criteria based on teaching objectives. This serves as guidance for subsequent writing and also forms a reliable basis for self-evaluation and peer evaluation.

4、 Guide writing methods and encourage independent expression

In unit writing guidance, teachers should attach importance to method guidance, allowing students to further practice the requirements of teaching objectives, while strengthening students' understanding of evaluation criteria, promoting students to actively regulate creative content in independent expression, and improving writing quality.

For example, in the writing guidance of "Life Kaleidoscope", the author guided students to clarify the writing content and teaching objectives, formulated evaluation criteria, and also allowed students to have a preliminary grasp of the writing sequence by reviewing the two texts "Sparrow" and "Climbing the Peak of Heaven". Based on this, the author further provides guidance in accordance with the requirements of "teaching learning evaluation integration", enabling students to master writing methods and attempt independent creation.

Firstly, present the composition and provide feedback. The teacher presents a fragment from the essay "Fun Stories of Catching Mosquitoes" and asks the students to share their reading experience.

One night, as soon as I turned off the lights and lay down, I heard mosquitoes chirping in my ear, which made me extremely annoyed. I'll get up and fight mosquitoes. After hard work, the mosquitoes were finally eliminated. Ah, it's really exhausting. I used my hands to pat and electric mosquito repellent incense to extinguish it... It was like fighting mosquitoes for three hundred rounds. I was exhausted, but there was no more buzzing sound in my ears. I contentedly turned off the lights and went to bed, sleeping soundly.

Through reading and communication, students generally believe that the order of this paragraph is quite chaotic, and the content is very simple, lacking details and without the theme of "interesting things".

Secondly, based on the evaluation, provide suggestions. Based on the students' comments, the author encourages them to further propose revision suggestions. Some students believe that the specific actions of how "I" catch mosquitoes should be written down; Some students believe that it is important to clearly state what "I" was thinking, saying, seeing, and hearing at the time; Some students believe that "cause, process, result" should be written clearly in a certain order

Thirdly, revise the composition according to the suggestions. Teachers create scenarios, collaborate with students to revise the content of the short article, and independently create paragraphs.

(1) The first sentence in the courseware is: "One night, I turned off the lights and lay down. Just as I was about to fall asleep, I heard mosquitoes chirping in my ear, which made me extremely annoyed." The students closed their eyes, and the teacher created a scenario (after a hard day, when you are comfortably lying in bed...). The courseware played the sound of mosquitoes, and the students exchanged their feelings and practices.

(2) Continue to create scenarios (mosquitoes flying onto the face...), and students will talk about what they would do and what the outcome would be based on their life experience.

(3) Present the revised content of the teacher-student collaboration and think about "what's good about it".

The mosquito suddenly had an intimate contact with me, using its long beak to suck my blood. With a strange itch, I was completely tortured by the mosquito and woke up.

I sat on the bed, thinking about how to kill mosquitoes. Suddenly, I came up with a solution - using alcohol! Dad gets drunk whenever he drinks, and he gets drowsy whenever he gets drunk. I can get mosquitoes drunk once, wait for them to fall asleep, and then I can easily eliminate them one by one.

Just do it. I took an empty spray from the cabinet, carefully brought a bottle of Baijiu, and pulled the bottle cap with my hand. "Eh? Why can't I open it! I'd better bite with my teeth!" I put the bottle cap aside, poured some wine into the spray, and put the bottle back where it was. I sat solemnly beside the bed, looking left and right. Ah! The mosquito was there, I rushed to the mosquito, pressed the spray, and spewed out the wine, but the mosquito was not drunk, and still flew proudly. "Damned mosquito! I don't believe I can't make you drunk! Maybe it was too little alcohol. I sprayed, I sprayed!" The air was full of the smell of wine, and I staggered around. Ah! The mosquito! Instead of getting drunk, I got drunk. I sat on the ground and couldn't stand up if I wanted to.

Through comparison, it can be seen that the revised text not only adjusts the writing order, allowing the entire "interesting story" to develop according to the process of "cause, process, and result", presenting a complete narrative, but also adds detailed descriptions, highlighting the psychology and actions of "me" under the interference of mosquitoes, making the presentation of the event more realistic.

Fourth, encourage creativity and strengthen guidance. The author takes advantage of the current situation and encourages students to use the writing methods learned above to describe a memorable event in life based on their own experiences, and to clearly state its cause, process, and result. In writing guidance, it is required to first choose writing themes from daily life, determine the events to be described, and also draw inspiration from textbooks to create based on the materials provided; Then make an outline, clarify what needs to be written for each part of the cause, process, and result, and distinguish the levels. Use the method of detailed description to clearly describe the process of the event. In this process, give students ample autonomy to stimulate their creative potential. According to the requirements of the teaching objectives, the emphasis in this lesson is on "writing clearly". On the one hand, there needs to be an order, and on the other hand, important content needs to be written clearly, that is, with a detailed outline. On the basis of writing diagnosis, creating scenarios, and collaborative editing, this section guides students to practice writing based on their acquired writing methods and their own experience, providing them with a "scaffold" for writing expression and ensuring that they can more effectively achieve their writing goals.

In summary, in this teaching design, the author strengthened guidance on students' writing methods according to the requirements of teaching objectives, allowing students to truly understand and practice "how to write something clearly". This not only enabled students to recognize the issues that should be paid attention to in writing from the perspective of readers, but also applied writing methods from the perspective of authors, achieving the development of language expression and thinking qualities.

5、 Organize display and evaluation to promote modification and improvement

Based on the requirements of core competencies, in the process of integrating teaching, learning, and evaluation in writing, teachers should actively carry out performance evaluation, create opportunities for students to participate in evaluation, and promote their further development in evaluation feedback. Performance evaluation focuses on allowing students to actively demonstrate their writing motivation, ideas, results, and other skills in their own way, visualizing the learning process and outcomes, and providing students with development suggestions from multiple perspectives to improve their writing skills.

For example, after completing the writing task on the theme of "Kaleidoscope of Life", the author set up a display platform to guide students to collaborate and interact in groups, and conduct self-evaluation and peer evaluation.

Firstly, reading and sharing. Students first read through their own works and use a self-evaluation form to score them. The form analyzes the unfinished content based on evaluation criteria such as "whether the narrative is in a certain order?" "whether the cause, process, and result of the event are clearly described?" "whether detailed description is used?" "whether it is appropriate in detail?" "whether it expresses their true feelings and emotions?", and reflects on and modifies the unfinished content. After completing the self-evaluation, students are required to read their own works aloud to group members, who will use a peer evaluation form to grade others' assignments. The mutual evaluation form includes evaluation criteria such as "narrating in a certain order", "clearly describing the cause, process, and result of the matter", "using detailed description", "planning the layout appropriately", "expressing one's true feelings", etc., followed by "☆", and evaluators give different numbers of "☆" based on their experience. Of course, after scoring, the evaluator also needs to provide targeted modification suggestions. The evaluated person should humbly accept the opinions of others and timely improve their own writing.

Secondly, teachers analyze the evaluation of students and make more specific evaluations. For example, some groups select a composition to be read aloud by the whole class. The essay topic is "A Troubled Thing", mainly describing the troubles and embarrassment caused by classmates giving me nicknames. Based on the evaluations of each group of students, the author summarized and further commented on this essay: (1) The structure is complete. The article is divided into three parts: the beginning, the middle, and the end. The beginning covers the topic, the middle describes the events, and the end reflects the feelings expressed at the beginning, highlighting the center. The structure of the article is very complete, and the time, place, characters, cause, process, and results are clearly explained. (2) Clear organization. Can narrate the origin of nicknames in segments, the troubles that nicknames bring to "me", with clear levels. (3) Describe specifically. The article uses language to vividly describe the troubles caused by nicknames given to "me" in physical education and art classes. It vividly uses detailed description methods to depict the language, actions, and expressions of the characters, and the language is vivid and vivid. The appropriate use of rhetorical devices leaves a deep impression on people after reading. Teacher evaluation is more comprehensive and concise, which motivates students.

Thirdly, guide the modification and improvement, and build a display platform. After completing the evaluation, teachers should provide students with sufficient revision time, help them sort out revision suggestions, clarify revision directions and methods, and promote further improvement of students' writing quality. After modification and improvement, the author organized students to select "writing experts" and "progress stars", and displayed excellent works in the class reading corner for all students to read and learn, and motivated students to make progress together.

In summary, this teaching design enhances the function of evaluation. On the one hand, teachers create opportunities for students to make independent modifications through evaluation, effectively developing students' language expression ability and thinking quality; On the other hand, optimizing guidance in evaluation feedback has effectively improved the quality of unit composition teaching.

Writing is an important way of expressing and communicating through language and writing, and it is a process of understanding the world, self-awareness, and creative expression. Writing ability is an important manifestation of students' core literacy and a significant manifestation of the educational value of the Chinese language curriculum. Teaching "is the beginning of" learning ", and" learning "has a reciprocal effect on" teaching "." Evaluation "can promote the development of" teaching "and" learning ". Based on the development requirements of core competencies, in-depth research and practice of "teaching learning evaluation integration" composition teaching should be carried out. Teachers should organically integrate the three in one writing process according to the guidance requirements of unit composition teaching, so as to achieve the goal of promoting writing and teaching through evaluation. At the same time, with the deepening of curriculum reform, teachers should further carry out teaching and research, continuously optimize the "teaching learning evaluation integration" mode of unit assignments, effectively improve students' writing skills, and promote the comprehensive development of students' core competencies.