| The Chinese Curriculum Standard for Full-time CompulsoryEducation (Experimental Draft) issued by the Ministry of Education in2001 integrates "Comprehensive Study" into the Chinese curriculumstructure, making it equal to "Reading", "Writing" and "OralCommunication" in status and thus constituting an important organic partof the Chinese curriculum structure. The purpose of this is to strengthen therelationship between Chinese and other courses and even life, to improvethe students' Chinese quality as a whole and promote their harmoniousdevelopment. Moreover in the part of Stage Goals and OperationSuggestions, it is repeatedly stressed that Chinese can be studied in practiceand from cross-discipline perspective and much attention should be paid tothe exploration of curriculum resources. All these reveal that the thought ofComprehensive Study is advocated, and it shows the significant status ofComprehensive Study and its unique function in the development ofstudents.The paper mainly reflects the existing problems appearing in theoperation of Chinese Comprehensive Study, and puts forward somedetailed and practical suggestions so as to provide certain reference for theongoing Chinese course reform.The whole thesis consists of four parts, namely introduction, body,conclusion and appendix.The introduction part mainly deals with the origin and cause of theresearch. The body is composed of three chapters. In the first chapter the authorfully introduces the Chinese Comprehensive Study from a theoreticalperspective, including its definition, characteristics, backgroundinformation and significance. The second chapter mentions the existingproblems in the operation of the Chinese Comprehensive Study, which isalso a reflection of the present situation of Chinese Comprehensive Study,meanwhile the author analyses the deeper reasons which result in theproblems and emphasizes the unprecedented challenges that the ChineseComprehensive Study brings to students, teachers and schools as well. Thethird chapter provides some practical suggestions for the problemsmentioned in Chapterâ…¡. For example, combining Chinese ComprehensiveStudy with school-oriented course research, thus making it a form ofschool-oriented course; training teachers to promote the qualities of them;developing new teacher-student outlook to adapt to the changing society;establishing proper evaluation system to better operate ChineseComprehensive Study.The conclusion focuses on the bright future of ChineseComprehensive Study.The appendix encloses one case of a teaching plan on ChineseComprehensive Study made by the author.
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