A Study On Integrated Chinese Learning And Teaching Of Primary School

In 2001 ,National Ministry of Education issued Chinese Curriculum Standards of Full-time Compulsory Education(trial version) (hereinafter referred to as The Curriculum Standards) put forth the integrated learning into the Chinese curriculum in parallel with the literacy and writing ,reading ,writing and oral communication, and thus constitutes an integral part of Chinese curriculum aiming at"strengthening the connections between Chinese courses and other courses as well as with life and boosting Chinese literacy for students in the overall promotion and coordinated development. However, at this moment, Chinese teachers in China see the Integrated Chinese Learning and Teaching as a brand new thing. The Curriculum Standards focuses on the proposed concept, objectives, and recommendations, but it does not provide systematic theoretical support, or a complete method of operation. So the majority of teachers in teaching practice have to conduct their own research and exploration, which poses challenges for the general Chinese teaching workers, especially for the first-line teachers. In this paper, studies are made on theoretical and practical dimensions of Chinese integrated learning (especially at the primary stage of Integrated Chinese Learning and Teaching) and attempt to provide a theoretical basis for a comprehensive and more concrete, feasible implementation of views and ways for the majority of workers in language teaching and make proposals to insure the successful implementation of comprehensive study of Chinese learning.This paper is divided into the following sections:An Introduction Part: including the question, concept definition, research methods and literature review.The first chapter is written from a theoretical aspect of level, deals with a comprehensive interpretation of the history and current status of Chinese integrated learning and its theoretical basis, characteristics and significance, while it updates the comprehensive educational philosophy, curriculum and learning perspective in the context of Integrated Chinese learning , with a view to make primary level of integrated Chinese learning in theory, so as to achieve steady progress under the academic guidance.Chapter II, from a practical research level, a in-depth study on four aspects is carried out on Integrated Chinese Learning in primary schools on its objectives, theme design, implementation and evaluation of policies, and a large number of examples of Integrated Chinese Learning for primary school teachers are listed in order to provide guidance and reference and help them carry out Integrated Chinese Learning and Teaching.Chapter III, from the perspectives of security conditions, it deals with methods to enhance the ideological education and communication among teachers, students, principals and parents so as to gain wide support; how to intensify the training of teachers so as to promote professional development; and how to strengthen the program management to ensure the effective implementation of the curriculum.Conclusion Part: To examine the shortcomings and directions based on the brief summary of this article.