A Comparative Study On Integrated Learning In Curriculum Framework Between China And Foreign Countries

Integrated Study is a shining point of our new national curriculum framework of Chinese subject. It emphasis on the integration of listening, speaking, writing and reading skills, as well as the integration of Chinese and other subjects, what's more, it emphasis the integration of Chinese subject and student's daily life. Such a learning strategy retrieves Chinese subject into its internal value. It saves it from former class appearance of endless analysis on passages, making it a new way of learning that students like. In UK and America, integrated learning has been a mature learning method for decades. Although within a 10-year development, our Chinese integrated learning still has some disadvantages comparing to above-mentioned countries'. With a comparison on the frameworks of China, America and UK, this thesis is trying to find out those similarities and differences, and then point out some advices on the integrated learning teaching methodology as well as amending advices for the national curriculum framework.In this thesis we can see that the study goal and ability goal in the framework of both China and other mentioned countries presenting a linear tendency. All the countries promote an independent, cooperative and inquire-guided way of learning, and promote the utilization of mass media. Both China and America concern the aesthetic function of integrated learning. We can also see that the description of integrated learning of our framework is more systematic than others. Anyway, the learning goal and ability goal of American framework is much harder than Chinese. The ability goal of American and UK framework are richer than Chinese, they have greater operability.So we need to rich our learning goal and ability goal, and concern student's emotional experience in integrated learning course, so as to make Chinese subject closer to our life, and let it become a pleasant experience.