The Relfection Of Chinese Language Integrated Learning From The View Of Curriculunm

Comprehensive study from the proposed up to now has been ten years, the study has yieldedfruitful results. But there still have a lot of controversy in the Research community, and manyproblems in the teaching practice as well. A lot of problems in the teaching practice, oftenrooted in the curriculum level.Around the main line of the course to reflect the language integrated learning. The thesis isdivided into five chapters.The first chapter is an overview of the Comprehensive study. The Comprehensive studytheory research is mainly focused on two issues: the nature of the comprehensive study andthe factor analysis. here are two views of the comprehensive study nature:" Learning said"and "Courses said". The researchers of the "Learning said" always negate the "Courses said";The researchers of the "Courses said "think the "Learning said" is too narrow. There is a widedivergence of views of the comprehensive study factors.The warmest point is if there musthave "Chinese language" in the comprehensive study. And the teachers’ understanding of thecomprehensive study in teaching practice is also very confusing.The second chapter is the analysis of the comprehensive study curriculum orientation. Fromthe formulation of curriculum standards, and comprehensive study curriculum orientation isvery vague, some elusive. From the researchers’ interpretation, there are two views:"Learningsaid "and the "Course said ".The "Learning said " negative the "Course said", That the coursewill lead to "courses within the curriculum". The "Course said" think the "Learning said " istoo narrow,the comprehensive study can be both courses and the learning.Chapter three is the multi-angle understanding of comprehensive study. From the backgroundof the comprehensive study and comprehensive study with the value orientation ofcomprehensive, practical, subjective and so on. If the comprehensive study value orientationof a single, narrow, the comprehensive study will not make itself a comprehensive study. TheComprehensive study is the language construct things. According to the characteristics ofintegrated courses, depending on the mode, you can develop various types of thecomprehensive study."Learning&Course said,"are justified, not just to understand the perspective.The fourth chapter analyzes the elements of the comprehensive study. On the factors ofcomprehensive study in the history have the following types that are the language factors ofcomprehensive, integrated said of language and other disciplines, integrated said of languageand life, integrated said of language and social. The first two types of views to promote themost. Different understanding of the language, but also lead to different language factorsintegrated said. Based on the idea of a comprehensive curriculum development, the authorproposes the verbal elements of comprehensive language internal elements of comprehensive,interdisciplinary comprehensive, integrated language and lives of children said. The mostimportant medium of the language learning is the language, because the Language ismankind’s most widely used tool. The language integrated learning can be any element of acomprehensive, the key point does not lie in the combination of which elements, But rather torecognize that: Different elements to take a different mode. To make an inventory of languagelearning elements, the key is to the development of specific elements of the integrated model.Chapter five analyzes the curriculum implementation of the comprehensive study. See fromthe teaching cases, the main problem of the comprehensive study is: the lack of disciplineawareness, and the subjective consciousness. Through case studies of foreign learning, we canlearn some good experience.