Reseapch On "Non-directive" Chinese Comprehensive Learning

With the new course standard, comprehensive learning as a new part of language teaching material contents into the language teaching, in many schools. But at present, you may find the implementation of comprehensive study of Chinese language and some problems in. The purpose of this article is to build "non-directive" Chinese comprehensive learning theory, as to guide the practice.The first part comprehensive is the definition of "non-directive" comprehensive learning. First, based on the curriculum standard of Chinese language learning, definite the "integrated" concept, characteristics and significance, Then elaborated, evaluation "non-directive" teaching ideas, Based on this, we get "non-directive" comprehensive learning Chinese.The second part mainly discuss the reason of "non-directive" Chinese comprehensive learning theory. M any problems in the practice of Chinese comprehensive learning and the research in theory,need new theory to guide them.The third part of the content mainly explore the theory of "non-directive" comprehensive study of Chinese. This part mainly describe the using and developing of the theory of Rogers in Chinese education in the past 20 years, the author thinks that the application development from "non-directive" teaching ideas can change the present situation of Chinese comprehensive learning, And then analyzing the "non-directive" Chinese comprehensive learning theories, Finally using "non-directive" teaching ideas to change the situation.The fourth part is exploring "non-directive" Chinese comprehensive learning in practice, this is the main part of the thesis. First, explore the methods in the teaching, care the participation, cooperative learning, respect the individual differences, Then,explore the teaching steps, concluding determine the subject, the default activities objectives, activities, process, prepare and implement communication activities of six links. Last,explore the evaluation of teaching, teaching evaluation on personality, process and encouraging. The fifth part is the thinking of "non-directive" Chinese comprehensive learning. First, compare and analyze the "non-directive" language learning and ZhengYiNong "non-directive" reading teaching mode. Then, put forward the possible problemsmay exist in "non-directive" Chinese learning, thinking the aimof learning and the role of teachers,Chinese teachers should also learn more.At last, sum up the whole thesis and get the conclusion.