The Large Unit Teaching in Primary School from the Perspective of the New Curriculum Standards - A Case Study of Lu Ming primary School In China

Abstract

This study investigated the implementation of education at Lu Ming primary school in Shanghai China, employing a quanlitative methodology through questionaire and statistical analysis to achieve two objectives: 1) to indentify existing problems, and 2) to improve the large unit teaching model for the school’s Chinese classroom. The quantitative methodology was applied to the research population that consisted of teachers and students from Lu Ming School, Shanghai, China, totaling 650 participants during 2023 academic year. The tools of data collection were interview and questionnaire. The number of valid sampling size was 160, for which the stratifi ed sampling was combined with simple rondom sampling to collect data.
The fi ndings revealed that: 1) The application of large unit teaching lacked depth, and 2) Learning motivation and outcomes were immensely infl uenced by the teachers’ professional literacy and the design of the curriculum. Forthermore the application of the large unit teaching method in Chinese for primary schools could tremendously reinforce student’s learning interest and academic performance. This fi nding has suffi ciently demonstrated the positive role of large unit teaching in Chinese language classrooms. The research recommended the targeted and well-defi ned strategies, including strengthening understanding and providing teaching resources for large units on the basis of actual situations.